Machine Leaning Fundamentals

Machine Learning is one of the fastest-growing fields which has witnessed exponential growth in the technical world. But in this fast-growing field, the question is how to get started? Briefly this paper introduces various languages popular for machine learning and next it introduces a few math concepts that helps us understand what exactly is happening and to improve our model further we need to understand that. And finally, there is an overview of various IDEs that can be used to implement these languages for machine learning.

Equivalency of In-Person Versus Remote Assessment: WISC-V and KTEA-3 Performance in Clinically Referred Children and Adolescents

Objective: Teletesting has the potential to reduce numerous barriers to patient care which have only become exacerbated during the COVID-19 pandemic. Although telehealth is commonly utilized throughout medicine and mental health practices, teletesting has remained limited within cognitive and academic evaluations. This may be largely due to concern for the validity of test administration via remote assessment. This cross-sectional study examined the equivalency of cognitive [Wechsler Intelligence Scales for Children – Fifth Edition (WISC-V)] and academic [Kaufman Test of Educational Achievement – Third Edition (KTEA-3)] subtests administered via either teletesting or traditional in-person testing within clinically referred youth. Method: Chart review using a retrospective, cross-sectional design included a total of 893 children and adolescents, ranging from 4 to 17 years (Mean age = 10.2 years, SD = 2.9 years) who were administered at least one subtest from the aforementioned cognitive or academic assessments. Of these, 285 received teletesting, with the remaining (n = 608) receiving in-person assessment. A total of seven subtests (five from the WISC-V and two from the KTEA-3) were examined. A series of inverse probability of exposure weighted (IPEW) linear regression models examined differences between groups for each of the seven subtests after adjustment for numerous demographic, diagnostic, and parent-reported symptom variables. Results: Only two significant differences were found, such that WISC-V Visual Puzzles (p < .01) and KTEA-3 Math Concepts (p = .03) scores were slightly higher in the teletesting versus in-person groups. However, these differences were quite small in magnitude (WISC-V Visual Puzzles, d = .33, KTEA-3 Math Concepts, d = .18). Conclusions: Findings indicate equivalency across methods of service delivery without clinically meaningful differences in scores among referred pediatric patients.

Examination of Mother-Child Math Talks’ Content and Process during Shared Book Reading

<p style="text-align: justify;">The study aims to analyze, in terms of content and process, the math talks between the mother and child during the shared book reading of the illustrated storybooks with math contents. The study group under the research is comprised of nine pairs of mother and child. The process of the study 18 videos which were recorded when two storybooks with math contents were read by the mothers. In the data collection process, each pair of mother and child together read two storybooks given to them in their home environment, and the entire process was video-recorded. Subsequently, interviews were held with mothers for identifying their views about supporting their children’s math skills. It was shown that the content of mother-child math talks in the home environment was mostly about the learning area of numbers and counting skills. It was a remarkable result that math concepts such as sorting/ranking and properties/features of objects were not in the contents of mother-child math talks. The results from interviews with mothers, it was inferred that the mothers viewed themselves as inadequate for talking to their children about math concepts, and performed the math talks mostly on the basic skills such as counting the numbers.</p>

Overclaiming is not related to dark triad personality traits or stated and revealed risk preferences

The tendency to be overly confident in one’s future and skills has long been studied. More recently, a correlate of this overconfidence, the tendency to overclaim knowledge, has been in the focus of research. Its antecedents and downstream behavioral consequences are still in question. In a sample of undergraduate students (N = 168), we tested whether a set of characteristics of the person (e.g., age, gender) and personality traits (i.e., the Dark Triad) is related to overclaiming knowledge. Moreover, we investigated whether overclaiming, in turn, predicts risk preferences. To this end, we asked individuals to rate their confidence in solving a set of different math problems and their familiarity with a set of math concepts. Some of these concepts were nonexistent, thereby allowing participants to overclaim knowledge. Participants then stated their general risk preference and performed three tasks revealing their general, financial, and social risk preferences. We demonstrated the hypothesized relationship between overclaiming and confidence. Furthermore, we observed that the assessed characteristics of the person were not correlated with overclaiming. If anything, height and digit ratio, a phenomenological correlate of hormonal differences during development, tended to be associated with overclaiming. Surprisingly, overclaiming was not at all related to risk preferences or personality traits. This set of results shows the need for relevant theoretical and methodological refinements.

Cooking Class To Improve Geometry Recognition Ability In Early Children

Geometry is one of the basic math concepts that are crucial for early childhood development because it relates to objects in the environment around children. Cooking class activity is one way to improve the ability to recognize geometry in children, through food processing activities. This study aims to determine the effect of cooking class activities on improving the ability to recognize geometric shapes in early childhood. This research uses a quantitative approach with the Pre-Experimental method, one group pretest-posttest type. The study population was students aged 5-6 years (group B) consist of 15 children from Paud Al-Manshurin, Bandung. Data collection was carried out through observation, interviews including documentation. From the research results, it was obtained that the pre-test average score was 2.1 and the post-test score was 3.3. The t-test shows t value > t table (17.429> 1.761) with a significance level of 5%. These results indicate that cooking class activity significantly influences the child's ability to recognize geometric shape. Keywords: geometry, cooking class, early childhood, pre experimental

Analysis of Latin American literature through a mathematical lens

Several of the most influential Latin American writers were interested in the sciences. Moreover, a handful showed an affinity to mathematics since childhood, eventually following careers as physicists, engineers, and mathematicians before turning their attention to the arts. In the end, they became novelists, essayists, and poets, who made significant contributions to their field. There is a large amount of existent traditional literature analysis research on Latin American authors. In the last sixteen years, research has shifted to include a focus on the connection between math and literature. However, this research focuses on interpreting the ideas of the universally acclaimed writer Jorge Luis Borges, studying his scientific thinking through his works, and demonstrating the writings included both basic and advanced math concepts even though he lacked a formal mathematical and scientific formation. Currently, there is a gap in the research that ignores the influential Latin American authors who were also prolific in mathematics. As a math and engineering student, I am interested in studying the work of Latin American writers with academic backgrounds in STEM fields--specifically mathematics. I intend to examine the writings of Ernesto Sabato, Guillermo Martinez, and Nicanor Parra for explicit math terminology and concepts.

Ethnomathematics: Primary School Mathematics Contents on Lio Traditional House at Waka Village in Ende NTT

This study aims to explore elementary school math concepts in traditional houses in Waka village, Ende, NTT. This research is a qualitative research with an ethnographic approach. The process of collecting data in this study was carried out by interview, observation and documentation. The results showed that the Waka traditional house was related to elementary school mathematics. Mathematical concepts found in traditional houses in Waga Village are dominated by the concepts of primitive geometric elements (such as points, lines, line segments, angles) and flat and space forms.

Pengembangan Modul Etnomatematika Berbasis Budaya Dayak dalam Pembelajaran Matematika dengan Pendekatan Joyfull Learning

The conditions of the Covid-19 pandemic caused learning to change to once a week, limited teaching materials at SDN 29 Idai, and a decrease in the values of preserving Dayak culture in Idai village. Through the integration of the concepts of mathematics and culture, this study aims to develop an ethnomathematics module based on the Dayak culture in mathematics learning with a joyful learning approach. This research is a research development or Research and Development (R & D) with a research method using the Hanafin & Peck development model which focuses on solving problems of quality constraints and development complexity which consists of three stages, namely; 1) needs assessment; 2) the design stage, and 3) development and evaluation. The data collection technique used observation, interview, and ethnomathematics module validation sheets which were filled in by two reviewers, while module trials were conducted in grade 4 SDN 29 Idai. The results showed that the ethnomathematics module based on the Dayak culture with a joyful learning approach got good results so that it could be used to teach math concepts to grade 4 students at SDN 29 Idai.