The summary lesson on the theme "number systems" in the web quest format

2021 ◽  
pp. 42-45
Author(s):  
E. А. Morokh
Keyword(s):  
Number System ◽  
Educational Resources ◽  
Number Systems ◽  
8Th Grade ◽  
State Examination ◽  
The Web

The theme "Number systems" is one of the basic in the school informatics course. The material of this theme is present in the tasks of the Main State Examination and the Unified State Examination, therefore it is very important to timely and efficiently consolidate the basic algorithms to convert numbers from one number system to another. The article provides a variant of such a summary lesson on the theme "Number systems" for the 8th grade in the format of web quest. The quest was developed in the Thinglink environment and contains several locations, each of which is associated with the convertion of numbers between different number systems. The tools for solving the quest tasks are Google Sheets and the LearningApps service, in which the author of the article has developed his own educational resources, as well as the Geogebra environment for performing constructions in one of the tasks. The presented quest can also be carried out in a computer-less form

Introductory AI educational resources on the web

intelligence ◽  
2001 ◽  
Vol 12 (4) ◽  
pp. 15-17
Author(s):  
Robert St. Amant ◽  
R. Michael Young
Keyword(s):  
Educational Resources ◽  
The Web

scholarly journals A bibliometric mapping of open educational resources

2015 ◽  
Vol 16 (1) ◽  
Author(s):  
Airton Zancanaro ◽  
José Leomar Todesco ◽  
Fernando Ramos
Keyword(s):  
Educational System ◽  
Web Of Science ◽  
Scientific Production ◽  
Open Educational Resources ◽  
Educational Resources ◽  
System Quality ◽  
Face To Face ◽  
Scientific Databases ◽  
Number Of Publications ◽  
The Web

Open educational resources (OER) is a topic that has aroused increasing interest by researchers as a powerful contribution to improve the educational system quality and openness, both in face to face and distance education. The goal of this research is to map publications related to OER, dating from 2002 to 2013, and available through the Web of Science and Scopus scientific databases as well as in the OER Knowledge Cloud open repository. Data were used to explore relevant aspects related to the scientific production in OER, such as: (i) number of publications per year; (ii) most cited publications; (iii) authors with higher number of publications; (iv) institutions and countries with more publications and (v) most referenced bibliography by the authors. The analysis has included 544 papers, written by 843 authors, from 338 institutions, from 61 different countries. Moreover, the analysis has included the publications referenced and the author’s keywords, considering 6,355 different publications and 929 different keywords. Besides presenting a bibliographic mapping of the research on OER, this paper also intends to contribute to consolidate the idea that OER is a promising field for researchers, in line with the spreading of the Open movement.

Inverse number in dagaare

2021 ◽  
pp. 444-462
Author(s):  
Scott Grimm
Keyword(s):  
Number System ◽  
Formal Semantic ◽  
Semantic Classification ◽  
Lexical Semantic ◽  
Semantic Account ◽  
Number Systems ◽  
System P ◽  
Functional Grounding

This chapter examines the inverse number system in Dagaare (Gur; Niger–Congo). Inverse number systems possess a number morpheme which for some nouns encodes the plural interpretation while for others it encodes the singular interpretation. This chapter argues that a principled lexical semantic classification underlies the inverse number strategy in Dagaare, guiding whether for a particular noun the inverse morpheme codes the singular or the plural interpretation. The chapter further explores the functional grounding of inverse number, in terms of frequency and individuation, and presents a formal semantic account of the inverse number system.

Examination of the electronic educational resources accessibility on the university Moodle platform

2021 ◽  
pp. 5-22
Author(s):  
Ye. A. Kosova ◽  
A. S. Gapon ◽  
K. I. Redkokosh
Keyword(s):  
Web Accessibility ◽  
Educational Resources ◽  
Web Content ◽  
Evaluation Tool ◽  
Screen Readers ◽  
Video Lectures ◽  
Expert Analysis ◽  
Accessibility Guidelines ◽  
The University ◽  
The Web

The purpose of the article is to assess the accessibility of electronic educational resources (EER) published in the university Moodle Learning Management System (LMS). The analysis involved 22 EERs in mathematical and information technology disciplines, located in the Moodle LMS of the V. I. Vernadsky Crimean Federal University. The examination algorithm included analysis using the Web Accessibility Evaluation Tool (WAVE) and expert analysis of web accessibility using visual, auditory and manual methods based on 89 checklist attributes. In the result of the analysis, multiple accessibility errors of the Moodle platform and the EERs hosted on it were found. The most serious platform problems include: lack of compatibility with text browsers; errors of reproduction by screen readers; errors of content reproduction on mobile devices. The list of accessibility errors made by the authors of EERs includes: incorrect design of hyperlinks (22.7 % of the EERs); lack of subtitles (13.6 %), transcripts (22.7 %), synopses of video lectures (27.3 %); lack of alternative descriptions for figures (68.2 %); time limit for tests (9.1 %); lack of special markup for mathematical notation (36.4 %) and program code (13.6 %), etc. Results of the survey show need in training of EERs’ authors in technologies for developing accessible educational web content. It is advisable to familiarize web developers deploying an LMS at universities with the basics of web accessibility, LMS accessibility functions and modules in order to select the most suitable platform, determine and install the required set of accessibility tools. Before launching all EERs should be subject to mandatory examination for compliance with the web accessibility guidelines.

scholarly journals Linking Educational Resources on Data Science

2019 ◽  
Vol 33 ◽  
pp. 9404-9409
Author(s):  
José Luis Ambite ◽  
Jonathan Gordon ◽  
Lily Fierro ◽  
Gully Burns ◽  
Joel Mathew
Keyword(s):  
Big Data ◽  
Linked Data ◽  
Data Science ◽  
Resource Discovery ◽  
Educational Resources ◽  
Machine Learning Techniques ◽  
Biomedical Data ◽  
Centers Of Excellence ◽  
Training Resources ◽  
The Web

The availability of massive datasets in genetics, neuroimaging, mobile health, and other subfields of biology and medicine promises new insights but also poses significant challenges. To realize the potential of big data in biomedicine, the National Institutes of Health launched the Big Data to Knowledge (BD2K) initiative, funding several centers of excellence in biomedical data analysis and a Training Coordinating Center (TCC) tasked with facilitating online and inperson training of biomedical researchers in data science. A major initiative of the BD2K TCC is to automatically identify, describe, and organize data science training resources available on the Web and provide personalized training paths for users. In this paper, we describe the construction of ERuDIte, the Educational Resource Discovery Index for Data Science, and its release as linked data. ERuDIte contains over 11,000 training resources including courses, video tutorials, conference talks, and other materials. The metadata for these resources is described uniformly using Schema.org. We use machine learning techniques to tag each resource with concepts from the Data Science Education Ontology, which we developed to further describe resource content. Finally, we map references to people and organizations in learning resources to entities in DBpedia, DBLP, and ORCID, embedding our collection in the web of linked data. We hope that ERuDIte will provide a framework to foster open linked educational resources on the Web.

A Historical Reconstruction of Our Number System

1991 ◽  
Vol 38 (7) ◽  
pp. 46-48
Author(s):  
Kim Krusen
Keyword(s):  
Sixth Grade ◽  
Number System ◽  
General Knowledge ◽  
Mathematics Students ◽  
Historical Reconstruction ◽  
Number Systems ◽  
Large Numbers ◽  
Primitive Society ◽  
Humanistic Approach ◽  
Ancient Civilizations

Imagine your class as a “primitive society” just on the brink of civilization. Your society has been using tally sticks to represent numerical quantities. But now that your society is becoming more involved in commerce with other societies, you need an easier way to represent large numbers and some structure so that numbers can be manipulated. You need an organized number system. Creating a number system from scratch was the recent task of my sixth-grade class. My objective was to offer a more humanistic approach for my students further to understand and appreciate the structure of our number system. As the teacher. I was armed with a general knowledge of the number systems of the great ancient civilizations, and my students were armed with an enthusiasm to be cave dwellers for the day instead of mathematics students. With these resources, we began our project.

Counting in Tongan: The Traditional Number Systems and Their Cognitive Implications

2007 ◽  
Vol 7 (3-4) ◽  
pp. 213-239 ◽  
Author(s):  
Andrea Bender ◽  
Sieghard Beller
Keyword(s):  
Cultural Context ◽  
Mental Arithmetic ◽  
Cognitive Task ◽  
General System ◽  
Number System ◽  
General Concept ◽  
Special Role ◽  
Number Systems ◽  
Role Based ◽  
Specific Number

AbstractIs the application of more than one number system in a particular culture necessarily an indication of not having abstracted a general concept of number? Does this mean that specific number systems for certain objects are cognitively deficient? The opposite is the case with the traditional number systems in Tongan, where a consistent decimal system is supplemented by diverging systems for certain objects, in which 20 seems to play a special role. Based on an analysis of their linguistic, historical and cultural context, we will show that the supplementary systems did not precede the general system, but were rather derived from it. Especially when notation is lacking, having such supplementary systems can even yield cognitive advantages. In using larger counting units, they both abbreviate counting and expand the limits of the general system, thus facilitating the cognitive task of mental arithmetic.

scholarly journals High-Performance RNS Modular Exponentiation by Sum-Residue Reduction

2020 ◽  
Author(s):  
Tao Wu
Keyword(s):  
High Performance ◽  
Computer Arithmetic ◽  
Number System ◽  
Residue Number System ◽  
Modular Exponentiation ◽  
Number Systems ◽  
Diffie Hellman ◽  
Residue Number ◽  
Diffie Hellman Key Exchange ◽  
Rsa Cryptography

Abstract Modular exponentiation is fundamental in computer arithmetic and is widely applied in cryptography such as ElGamal cryptography, Diffie-Hellman key exchange protocol, and RSA cryptography. Implementation of modular exponentiation in residue number system leads to high parallelism in computation, and has been applied in many hardware architectures. While most RNS based architectures utilizes RNS Montgomery algorithm with two residue number systems, the recent modular multiplication algorithm with sum-residues performs modular reduction in only one residue number system with about the same parallelism. In this work, it is shown that high-performance modular exponentiation and RSA cryptography can be implemented in RNS. Both the algorithm and architecture are improved to achieve high performance with extra area overheads, where a 1024-bit modular exponentiation can be completed in 0.567 ms in Xilinx XC6VLX195t-3 platform, costing 26,489 slices, 87,357 LUTs, 363 dedicated multipilers of $18\times 18$ bits, and 65 Block RAMs.

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