Analysis on the related factors of China's technological innovation ability using greyness relational degree

PurposeIn order to make grey relational analysis applicable to the interval grey number, this paper discusses the model of grey relational degree of the interval grey number and uses it to analyze the related factors of China's technological innovation ability.Design/methodology/approachFirst, this paper gives the definitions of the lower bound domain, the value domain, the upper bound domain of interval grey number and the generalized measure and the generalized greyness of interval grey number. Then, based on the grey relational theory, this paper proposes the model of greyness relational degree of the interval grey number and analyzes its relationship with the classical grey relational degree. Finally, the model of greyness relational degree is applied to analyze the related factors of China's technological innovation ability.FindingsThe results show that the model of greyness relational degree has strict theoretical basis, convenient calculation and easy programming and can be applied to the grey number sequence, real number sequence and grey number and real number coexisting sequence. The relational order of the four related factors of China's technological innovation ability is research and development (R&D) expenditure, R&D personnel, university student number and public library number, and it is in line with the reality.Practical implicationsThe results show that the sequence values of greyness relational degree have large discreteness, and it is feasible and effective to analyze the related factors of China's technological innovation ability.Originality/valueThe paper succeeds in realizing both the model of greyness relational degree of interval grey number with unvalued information distribution and the order of related factors of China's technological innovation ability.

Mental Number Representations are Spatially Mapped both by Their Magnitudes and Ordinal Positions

One of the most fundamental effects used to investigate number representations is the Spatial-Numerical Association of Response Codes (SNARC) effect showing that responses to small/large numbers are faster with the left/right hand, respectively. However, in recent years, it is hotly debated whether the SNARC effect is based upon cardinal representation of number magnitude or ordinal representation of number sequence in working memory. However, one problem is that evidence comes from different paradigms, e.g., evidence for ordinal sequences comes usually from experiments, where ordinal sequences have to be learnt and it has been ar-gued that this secondary task triggers the effect. Therefore, in this preregistered study we em-ployed a SNARC task, without secondary ordinal sequence learning, in which we can dissociate ordinal and magnitude accounts by careful manipulation of experimental stimulus sets and com-pare magnitude and ordinal models. The results indicate that even though the observed data is better accounted for by the magnitude model, the ordinal position seems to matter as well. Thus, it appears that the mechanisms described by both accounts play a significant role when mental numbers are temporarily mapped onto space even when no ordinal learning is involved.

Topological Essence of the Concept “Limit of a Numerical Sequence” in the General Mathematics

High school mathematics includes a number of extremely important concepts, including the concept of the limit of the number sequence. However, most students when learning it do not understand it with certainty, but only accept it to apply it to solve exercises. This paper aims to give a topological essence of the concept of limit of a sequence and present some methods for teaching this concept in general school in Viet Nam. The Paper consists of four parts. Part 1 presents an introduction to the definition of “Limit of a sequence”, part 2 deals with Some properties derived from definitions and notes in teaching, part 3 covers the Mathematical essence of the concept limit of a number sequence and part 4 talks about Defining topology on the set of real numbers. In each section, we include comments to help teach these notions and concepts. In each section, we make comments and observations to teach these concepts better.

A pair of rational double sequences

Double sequences appear in a natural way in cases of iteratively given sequences if the iteration allows to determine besides the successors from the predecessors also the predecessors from their followers. A particular pair of double sequences is considered which appears in a parqueting-reflection process of the complex plane. While one end of each sequence is a natural number sequence, the other consists of rational numbers. The natural numbers sequences are not yet listed in OEIS Wiki. Complex versions from the double sequences are provided.

Development of Numeracy and Literacy Skills in Early Childhood—A Longitudinal Study on the Roles of Home Environment and Familial Risk for Reading and Math Difficulties

This study examines the direct and indirect effects of home numeracy and literacy environment, and parental factors (parental reading and math difficulties, and parental education) on the development of several early numeracy and literacy skills. The 265 participating Finnish children were assessed four times between ages 2.5 and 6.5. Children’s skills in counting objects, number production, number sequence knowledge, number symbol knowledge, number naming, vocabulary, print knowledge, and letter knowledge were assessed individually. Parents (N = 202) reported on their education level, learning difficulties in math and reading (familial risk, FR), and home learning environment separately for numeracy (HNE) and literacy (HLE) while their children were 2.5 years old and again while they were 5.5 years old. The results revealed both within-domain and cross-domain associations. Parents’ mathematical difficulties (MD) and reading difficulties (RD) and home numeracy environment predicted children’s numeracy and literacy skill development within and across domains. An evocative effect was found as well; children’s skills in counting, number sequence knowledge, number symbol identification, and letter knowledge negatively predicted later home numeracy and literacy activities. There were no significant indirect effects from parents’ RD, MD, or educational level on children’s skills via HLE or HNE. Our study highlights that parental RD and MD, parental education, and the home learning environment form a complex pattern of associations with children’s numeracy and literacy skills starting already in toddlerhood.

The Building Blocks of Information Are Selections – Let’s Define Them Globally!

Digital information consists of sequences of numbers that are selections. So far, these are defined by context. We can globalize this by using an efficient global pointer (UL) as “context”. The article explains new globally identified and defined “Domain Vectors” (DVs) for transporting digital information. They have the structure “UL plus sequence of numbers”, where UL is an efficient identifier and global pointer (link) to the unified online definition of the sequence of numbers. Thus, the format of the number sequence and its meaning is defined online. This opens up far-reaching new possibilities for the efficient exchange, comparison and search of information. It can form the basis for a new global framework that improves the reproducibility, search, and exchange of data across systems, borders, and languages.

Penggunaaan alat peraga petak-petak urutan bilangan pecahan bagi peningkatan kompetensi siswa dalam menentukan urutan tertentu dari sekelompok bilangan pecahan acak

The purpose of this study is to describe the impact of using props in number sequence plots. This research was conducted on Mathematics subject about sorting numbers in grade VI SD Negeri 01 Batursari, Talun District, Pekalongan Regency in two cycles. The use of teaching aids in the form of plots of number sequences that are explained systematically in learning by teachers can actually improve students' abilities and skills in sorting groups of numbers arranged in a certain order (from sequential to largest). The increase in the number of students who achieved learning completeness was at least 11 students (64.70%) to 14 students (82.35%). The class average also increased from 73.52 to 86.47. The use of appropriate media and teaching aids in learning must be planned and carried out by the teacher so that the message conveyed can be received by students as a whole and realistically, especially in learning mathematics.

Protocol for the Analysis of Cross-Sections from Gilded Surfaces

This paper describes the protocol currently used at the Victoria and Albert Museum for the scientific analysis of water, oil and lacquer gilding in cultural heritage objects. The purpose of the protocol is to guide scientists, curators and conservators in their routine investigations, and address questions about the characteristics of gilded surfaces, their number, sequence, date, composition and stratigraphic details. Each protocol step is described in detail and is accompanied by practical examples taken from the analysis of an 18th-century Chippendale table and the 20th-century statue of the Spirit of Gaiety. The merits of individual analytical techniques and equipment are also evaluated.

Antisipasi Didaktis dengan Strategi Scaffolding pada Pembelajaran Barisan dan Deret Aritmetika

This study aims to explain didactic anticipation in learning arithmetic sequences and series. The study was conducted using a didactic design study with three stages: prospective analysis, metapedadidactic, and retrospective analysis. Data were collected through tests, interviews, and documentation. Researchers compile HLT based on the analysis of learning constraints for students in learning arithmetic sequences and series. From the HLT, a didactic design was designed. The didactic design is implemented with results showing that there are three didactic events that researchers anticipate didactic with a scaffolding strategy, namely: 1) when determining the value that satisfies the number pattern, the researcher anticipates the didactic by providing directions in the form of directions to solve the given problem; 2) when determining the definition and example of arithmetic sequences, the didactic anticipation by the researcher by providing another example of the form of a number sequence makes students better understand the learning given; 3) when determining the value of the nth term and the sum of the first n terms of an arithmetic sequence and series, the didactic anticipation is given namely with their respective shirts to check their work and make direct interactions. The didactic anticipation that the researchers gave in this study was adjusted to the conditions of the environment around the classroom.