Teaching Mathematics with Technology: Introducing Factors with a Tiling Simulation

1988 ◽  
Vol 35 (5) ◽  
pp. 36-38
Author(s):  
Robert J. Jensen

The concept of factor is often confusing for students when it is first introduced in the elementary curriculum. Motivating the development of new ideas through problem-solving episodes can be a fruitful approach before formal instruction begins. A tiling problem is posed here for your students to investigate using the microcomputer as a tool. Since factors, common factors, and the greatest common factor play a crucial role in the solution to problems of this type, this advance activity will give students a specific context upon which to build meaning for these concepts when they are fo rmally introduced.

Author(s):  
J. Navaneetha Krishnan ◽  
P. Paul Devanesan

The major aim of teaching Mathematics is to develop problem solving skill among the students. This article aims to find out the problem solving strategies and to test the students’ ability in using these strategies to solve problems. Using sample survey method, four hundred students were taken for this investigation. Students’ achievement in solving problems was tested for their Identification and Application of Problem Solving Strategies as a major finding, thirty one percent of the students’ achievement in mathematics is contributed by Identification and Application of Problem Solving Strategies.


2021 ◽  
Vol 1 ◽  
pp. 76-86
Author(s):  
Basu Dev Lamichhane

Human capital is an important asset for any organization. Physical and capital resource can be mobilized properly through human resources. Physical and capital resources by themselves cannot improve efficiency or contribute to increased rate of return on investment. The efficiency of capital and physical resource can be achieved through combined efforts of human resources. This paper is descriptive design. The study tackled areas of workforce diversity effects on diversity of performance of employees and how workforce diversity can be managed to the positive outcomes of an organization. Workforce diversity is combination of different caste, gender, age, attitude, religion, ability, skills, region, perception, race, sex, experience and cultural differences. It is the differences and similarities between the employees of any organization. It is the process of bringing verity of people in the same workplace. Effective management of diversity recognizes that people from different backgrounds, culture and experience can bring new ideas to the workplace. Workforce diversity leads an organization in to creativity, innovation, able to retain talent workforce, energize people and boosts them and reduced grievances. Workforce diversity promotes creativity, innovative problem solving, productivity and increase cultural diversity, increase in enterepreneural behavior and values within employees. Diversity management emphasizes on building specific skills, creating policies and drafting practices that get the best from every workers. So, diversified workforce provides various advantages to organization (i.e. creativity, change adoption, problem solving, new thinking and thought, flexible adoption to organizational change and beliefs). The study reveals that there is a positive correlation between good workforce diversity and organizational change.


Author(s):  
Kaique Nascimento Martins ◽  
Jamille Vilas Bôas

ResumoO presente estudo é uma pesquisa bibliográfica inspirada no Estado do Conhecimento, tendo como objetivo compreender focos temáticos nas produções acadêmicas que utilizam/abordam o ensino de matemática através da resolução de problemas. Para tanto, realizou-se um mapeamento das produções acadêmicas publicadas nos periódicos: BOLEMA, Boletim GEPEM, Zetetiké, Educação Matemática em Revista e Educação Matemática Pesquisa, entre janeiro de 2011 e junho de 2019. De um modo geral, percebemos uma variedade de estudos contendo diferentes perspectivas discutidas e abordadas tanto na educação básica quanto no ensino superior.  A partir deste trabalho, é possível ampliar o entendimento sobre a temática, fortalecendo a ideia de que esta pode potencializar o processo de ensino e aprendizagem de matemática.Palavras-chave: Resolução de problemas, Mapeamento, Educação matemática.AbstractThe present study is a bibliographic research inspired by the state of knowledge, aiming to understand thematic focuses on academic productions that use/approach teaching mathematics through problem-solving. For this purpose, we mapped the academic productions published in journals: BOLEMA, Boletim GEPEM, Zetetiké, Educação Matemática em Revista, and Educação Matemática Pesquisa, published between January 2011 and June 2019. We noticed a variety of studies containing different perspectives discussed and addressed both in basic and university education. From this work, it is possible to broaden the understanding of the theme, strengthening the idea that it can enhance the mathematics teaching and learning process.Keywords: Problem solving, Mapping, Mathematics education. ResumenEl presente estudio es una investigación bibliográfica inspirada en el estado del conocimiento, con el objetivo de comprender enfoques temáticos sobre producciones académicas que utilizan/abordan la enseñanza de las matemáticas a través de la resolución de problemas. Para ello, mapeamos las producciones académicas publicadas en las revistas: BOLEMA, Boletim GEPEM, Zetetiké, Educação Matemática em Revista y Educação Matemática Pesquisa, publicadas entre enero de 2011 y junio de 2019. Notamos una variedad de estudios que contienen diferentes perspectivas discutidas y abordadas tanto en educación básica como en educación universitaria. A partir de este trabajo, es posible ampliar la comprensión del tema, fortaleciendo la idea de que puede potenciar el proceso de enseñanza y aprendizaje de las matemáticas.Palabras clave: Resolución de problemas, Mapeo, Educación matemática.


Pedagogika ◽  
2020 ◽  
Vol 70 (4) ◽  
Author(s):  
Manuela Keller-Schneider

Teaching is a challenging job, due to the changing requirements of changing times. Routine as a teacher is not possible. Student teachers need to be prepared to deal with challenging situations. The perception of requirements as challenges and problem-solving capacities are needed to master the job as a teacher. This article explains why problem-solving capacities are essential for teacher professionalization, what requirements challenge beginning teachers most, and how teacher education can foster student teachers to be prepared to deal with challenges of the first stage of their career. Based on the model of professionalization in which individual resources play a crucial role in the perception of challenge and the coping with it, results from a study on the challenges of beginning teachers were shown. The main finding that beginning teachers are most challenged by teaching that refers to individual students’ needs leads to consequences for teacher education. Student teachers need to build up adaptive knowledge for school and reflection competences. Explanations on a course at Zurich University of Teacher Education show how student teachers are educated in a problem-based setting to build up knowledge and competence that are useful in order to teach considering individual students’ needs. The article closes with a model of reflection on challenging situations that takes into account different factors of individual resources that are relevant for professionalization. Keywords: teacher education, developmental tasks, requirement appraisal, individual resources, reflection, problem-based learning


2021 ◽  
Vol 40 (1) ◽  
pp. 833-847
Author(s):  
Y. A. Khan ◽  
Y. M. Chu ◽  
S. Z. Abbas

This paper investigates governments’ performance in the country. We achieved this objective differently. We employed an inverse method of assessment, with the utilization of factor copula modeling technique, to study the dependence relationship of exchange rates returns as auxiliary variables, the performance of political and army government tenures in the country in the last two decades are evaluated. Through factor analysis, common factors for the exchange rate are obtained. The analysis shows that conditioned on the common factors, the dependence amongst the elected currencies are strongly asymmetric in most of the tenures except the term of Pakistan Muslim League-Nawaz, and condition on common factor Clayton copula demonstrating hypothesis is more suitable. However, we perceive high left tail reliance among foreign currency returns during Pakistan Muslim League-Nawaz tenure, and the condition on common factor Gumbel copula molding assumption is more appropriate. We are signifying the foulest government performance in the country among all occupancies under consideration.


1989 ◽  
Vol 65 (1) ◽  
pp. 155-160 ◽  
Author(s):  
Raymond Hubbard ◽  
Stuart J. Allen

Given nuances in the computer programs, unwary researchers performing a common factor analysis on the same set of data can be expected to arrive at very different conclusions regarding the number and nature of extracted factors if they use the BMDP, as opposed to the SPSSx (or SAS), statistical software package. This is illustrated using six well-known empirical data sets from the psychology literature.


Author(s):  
Marco Lippi

High-Dimensional Dynamic Factor Models have their origin in macroeconomics, precisely in empirical research on Business Cycles. The central idea, going back to the work of Burns and Mitchell in the years 1940, is that the fluctuations of all the macro and sectoral variables in the economy are driven by a “reference cycle,” that is, a one-dimensional latent cause of variation. After a fairly long process of generalization and formalization, the literature settled at the beginning of the year 2000 on a model in which (1) both n the number of variables in the dataset and T, the number of observations for each variable, may be large, and (2) all the variables in the dataset depend dynamically on a fixed independent of n, a number of “common factors,” plus variable-specific, usually called “idiosyncratic,” components. The structure of the model can be exemplified as follows: xit=αiut+βiut−1+ξit,i=1,…,n,t=1,…,T,(*) where the observable variables xit are driven by the white noise ut, which is common to all the variables, the common factor, and by the idiosyncratic component ξit. The common factor ut is orthogonal to the idiosyncratic components ξit, the idiosyncratic components are mutually orthogonal (or weakly correlated). Lastly, the variations of the common factor ut affect the variable xit dynamically, that is through the lag polynomial αi+βiL. Asymptotic results for High-Dimensional Factor Models, particularly consistency of estimators of the common factors, are obtained for both n and T tending to infinity. Model (∗), generalized to allow for more than one common factor and a rich dynamic loading of the factors, has been studied in a fairly vast literature, with many applications based on macroeconomic datasets: (a) forecasting of inflation, industrial production, and unemployment; (b) structural macroeconomic analysis; and (c) construction of indicators of the Business Cycle. This literature can be broadly classified as belonging to the time- or the frequency-domain approach. The works based on the second are the subject of the present chapter. We start with a brief description of early work on Dynamic Factor Models. Formal definitions and the main Representation Theorem follow. The latter determines the number of common factors in the model by means of the spectral density matrix of the vector (x1tx2t⋯xnt). Dynamic principal components, based on the spectral density of the x’s, are then used to construct estimators of the common factors. These results, obtained in early 2000, are compared to the literature based on the time-domain approach, in which the covariance matrix of the x’s and its (static) principal components are used instead of the spectral density and dynamic principal components. Dynamic principal components produce two-sided estimators, which are good within the sample but unfit for forecasting. The estimators based on the time-domain approach are simple and one-sided. However, they require the restriction of finite dimension for the space spanned by the factors. Recent papers have constructed one-sided estimators based on the frequency-domain method for the unrestricted model. These results exploit results on stochastic processes of dimension n that are driven by a q-dimensional white noise, with q<n, that is, singular vector stochastic processes. The main features of this literature are described with some detail. Lastly, we report and comment the results of an empirical paper, the last in a long list, comparing predictions obtained with time- and frequency-domain methods. The paper uses a large monthly U.S. dataset including the Great Moderation and the Great Recession.


1969 ◽  
Vol 16 (1) ◽  
pp. 11-15
Author(s):  
Thomas C. O'brien ◽  
Bernard J. Shapiro

A basic purpose of teaching mathematics is to develop a learner's problemsolving behavior. On the other hand, knowledge of mathematical ideas can evolve from problem-solving activities of the learner. As indicated by Piaget, the building of cognitive structure is a process of evolution by stages from sensorimotor activities through concrete operations to formal operations (mental operations not directly rooted in physical experience). The purpose of the following introduction is to consider two of the many implications that Piaget's findings have for educational practice, and then to relate these implications to a problem-solving activity that the teacher may wish to try with his class.


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