Bridging Course: Why, How, and First Impressions

The knowledge gap between high school and university level mathematics is a persistent issue that hinders students in their academic career. Freshman Civil Engineering students at the University of Twente, Netherlands struggle with passing entry level Calculus courses. In 2022, the programme introduced a workshop to help students put their prerequisite knowledge to the test; still, many students could not pass these courses. Capitalising on the idea behind this workshop, a fully digital course was introduced in 2023. In this research we dive into the design of the contents of this course. Furthermore, we investigate its impact on student performance with respect to previous years using a qualitative approach: interviews with second year students provide, to this avail, a valuable comparison

Programming for Computations - Python

Mathematics; Computer mathematics; Numerical analysis; Computer software; Numerical analysi

Inquiry in University Mathematics Teaching and Learning. The Platinum Project

The book presents developmental outcomes from an EU Erasmus+ project involving eight partner universities in seven countries in Europe. Its focus is the development of mathematics teaching and learning at university level to enhance the learning of mathematics by university students. Its theoretical focus is inquiry-based teaching and learning. It bases all activity on a three-layer model of inquiry: (1) Inquiry in mathematics and in the learning of mathematics in lecture, tutorial, seminar or workshop, involving students and teachers; (2) Inquiry in mathematics teaching involving teachers exploring and developing their own practices in teaching mathematics; (3) Inquiry as a research process, analysing data from layers (1) and (2) to advance knowledge inthe field. As required by the Erasmus+ programme, it defines Intellectual Outputs (IOs) that will develop in the project. PLATINUM has six IOs: The Inquiry-based developmental model; Inquiry communities in mathematics learning and teaching; Design of mathematics tasks and teaching units; Inquiry-based professional development activity; Modelling as an inquiry process; Evalutation of inquiry activity with students. The project has developed Inquiry Communities, in each of the partner groups, in which mathematicians and educators work together in supportive collegial ways to promote inquiry processes in mathematics learning and teaching. Through involving students in inquiry activities, PLATINUM aims to encourage students‘ own in-depth engagement with mathematics, so that they develop conceptual understandings which go beyond memorisation and the use of procedures. Indeed the eight partners together have formed an inquiry community, working together to achieve PLATINUM goals within the specific environments of their own institutions and cultures. Together we learn from what we are able to achieve with respect to both common goals and diverse environments, bringing a richness of experience and learning to this important area of education. Inquiry communities enable participants to address the tensions and issues that emerge in developmental processes and to recognise the critical nature of the developmental process. Through engaging in inquiry-based development, partners are enabled and motivated to design activities for their peers, and for newcomers to university teaching of mathematics, to encourage their participation in new forms of teaching, design of teaching, and activities for students. Such professional development design is an important outcome of PLATINUM. One important area of inquiry-based activity is that of „modelling“ in mathematics. Partners have worked together across the project to investigate the nature of modelling activities and their use with students. Overall, the project evaluates its activity in these various parts to gain insights to the sucess of inquiry based teaching, learning and development as well as the issues and tensions that are faced in putting into practice its aims and goals

Inquiry in University Mathematics Teaching and Learning

The book presents developmental outcomes from an EU Erasmus+ project involving eight partner universities in seven countries in Europe. Its focus is the development of mathematics teaching and learning at university level to enhance the learning of mathematics by university students. Its theoretical focus is inquiry-based teaching and learning. It bases all activity on a three-layer model of inquiry: (1) Inquiry in mathematics and in the learning of mathematics in lecture, tutorial, seminar or workshop, involving students and teachers; (2) Inquiry in mathematics teaching involving teachers exploring and developing their own practices in teaching mathematics; (3) Inquiry as a research process, analysing data from layers (1) and (2) to advance knowledge inthe field. As required by the Erasmus+ programme, it defines Intellectual Outputs (IOs) that will develop in the project. PLATINUM has six IOs: The Inquiry-based developmental model; Inquiry communities in mathematics learning and teaching; Design of mathematics tasks and teaching units; Inquiry-based professional development activity; Modelling as an inquiry process; Evalutation of inquiry activity with students. The project has developed Inquiry Communities, in each of the partner groups, in which mathematicians and educators work together in supportive collegial ways to promote inquiry processes in mathematics learning and teaching. Through involving students in inquiry activities, PLATINUM aims to encourage students` own in-depth engagement with mathematics, so that they develop conceptual understandings which go beyond memorisation and the use of procedures. Indeed the eight partners together have formed an inquiry community, working together to achieve PLATINUM goals within the specific environments of their own institutions and cultures. Together we learn from what we are able to achieve with respect to both common goals and diverse environments, bringing a richness of experience and learning to this important area of education. Inquiry communities enable participants to address the tensions and issues that emerge in developmental processes and to recognise the critical nature of the developmental process. Through engaging in inquiry-based development, partners are enabled and motivated to design activities for their peers, and for newcomers to university teaching of mathematics, to encourage their participation in new forms of teaching, design of teaching, and activities for students. Such professional development design is an important outcome of PLATINUM. One important area of inquiry-based activity is that of “modelling” in mathematics. Partners have worked together across the project to investigate the nature of modelling activities and their use with students. Overall, the project evaluates its activity in these various parts to gain insights to the sucess of inquiry based teaching, learning and development as well as the issues and tensions that are faced in putting into practice its aims and goals

Proceedings of the 1st International Conference on Algebras, Graphs and Ordered Sets (ALGOS 2020)

International audienceOriginating in arithmetics and logic, the theory of ordered sets is now a field of combinatorics that is intimately linked to graph theory, universal algebra and multiple-valued logic, and that has a wide range of classical applications such as formal calculus, classification, decision aid and social choice.This international conference “Algebras, graphs and ordered set” (ALGOS) brings together specialists in the theory of graphs, relational structures and ordered sets, topics that are omnipresent in artificial intelligence and in knowledge discovery, and with concrete applications in biomedical sciences, security, social networks and e-learning systems. One of the goals of this event is to provide a common ground for mathematicians and computer scientists to meet, to present their latest results, and to discuss original applications in related scientific fields. On this basis, we hope for fruitful exchanges that can motivate multidisciplinary projects.The first edition of ALgebras, Graphs and Ordered Sets (ALGOS 2020) has a particular motivation, namely, an opportunity to honour Maurice Pouzet on his 75th birthday! For this reason, we have particularly welcomed submissions in areas related to Maurice’s many scientific interests:• Lattices and ordered sets• Combinatorics and graph theory• Set theory and theory of relations• Universal algebra and multiple valued logic• Applications: formal calculus, knowledge discovery, biomedical sciences, decision aid and social choice, security, social networks, web semantics..

Model--Based Design of Cancer Chemotherapy Treatment Schedules

Cancer is the name given to a class of diseases characterized by an imbalance in cell proliferation and apoptosis, or programmed cell death. Once cancer has reached detectable sizes ($10^{6}$ cells or 1 mm$^3$), it is assumed to have spread throughout the body, and a systemic form of treatment is needed. Chemotherapy treatment is commonly used, and it effects both healthy and diseased tissue. This creates a dichotomy for clinicians who need develop treatment schedules which balance toxic side effects with treatment efficacy. Nominally, the optimal treatment schedule --- where schedule is defined as the amount and frequency of drug delivered --- is the one found to be the most efficacious from the set evaluated during clinical trials. In this work, a model based approach for developing drug treatment schedules was developed. Cancer chemotherapy modeling is typically segregated into drug pharmacokinetics (PK), describing drug distribution throughout an organism, and pharmacodynamics (PD), which delineates cellular proliferation, and drug effects on the organism. This work considers two case studies: (i) a preclinical study of the oral administration of the antitumor agent 9-nitrocamptothecin (9NC) to severe combined immunodeficient (SCID) mice bearing subcutaneously implanted HT29 human colon xenografts; and (ii) a theoretical study of intravenous chemotherapy from the engineering literature.Metabolism of 9NC yields the active metabolite 9-aminocamptothecin (9AC). Both 9NC and 9AC exist in active lactone and inactive carboxylate forms. Four different PK model structures are presented to describe the plasma disposition of 9NC and 9AC: three linear models at a single dose level (0.67 mg/kg 9NC); and a nonlinear model for the dosing range 0.44 -- 1.0 mg/kg 9NC. Untreated tumor growth was modeled using two approaches: (i) exponential growth; and (ii) a switched exponential model transitioning between two different rates of exponential growth at a critical size. All of the PK/PD models considered here have bilinear kill terms which decrease tumor sizes at rates proportional to the effective drug concentration and the current tumor size. The PK/PD model combining the best linear PK model with exponential tumor growth accurately characterized tumor responses in ten experimental mice administered 0.67 mg/kg of 9NC myschedule (Monday-Friday for two weeks repeated every four weeks). The nonlinear PK model of 9NC coupled to the switched exponential PD model accurately captured the tumor response data at multiple dose levels. Each dosing problem was formulated as a mixed--integer linear programming problem (MILP), which guarantees globally optimal solutions. When minimizing the tumor volume at a specified final time, the MILP algorithm delivered as much drug as possible at the end of the treatment window (up to the cumulative toxicity constraint). While numerically optimal, it was found that an exponentially growing tumor, with bilinear kill driven by linear PK would experience the same decrease in tumor volume at a final time regardless of when the drug was administered as long as the {it same amount} was administered. An alternate objective function was selected to minimize tumor volume along a trajectory. This is more clinically relevant in that it better represents the objective of the clinician (eliminate the diseased tissue as rapidly as possible). This resulted in a treatment schedule which eliminated the tumor burden more rapidly, and this schedule can be evaluated recursively at the end of each cycle for efficacy and toxicity, as per current clinical practice.The second case study consists of an intravenously administered drug with first order elimination treating a tumor under Gompertzian growth. This system was also formulated as a MILP, and the two different objectives above were considered. The first objective was minimizing the tumor volume at a final time --- the objective the original authors considered. The MILP solution was qualitatively similar to the solutions originally found using control vector parameterization techniques. This solution also attempted to administer as much drug as possible at the end of the treatment interval. The problem was then posed as a receding horizon trajectory tracking problem. Once again, a more clinically relevant objective returned promising results; the tumor burden was rapidly eliminated

Fractional Calculus and the Future of Science

Newton foresaw the limitations of geometry’s description of planetary behavior and developed fluxions (differentials) as the new language for celestial mechanics and as the way to implement his laws of mechanics. Two hundred years later Mandelbrot introduced the notion of fractals into the scientific lexicon of geometry, dynamics, and statistics and in so doing suggested ways to see beyond the limitations of Newton’s laws. Mandelbrot’s mathematical essays suggest how fractals may lead to the understanding of turbulence, viscoelasticity, and ultimately to end of dominance of the Newton’s macroscopic world view.Fractional Calculus and the Future of Science examines the nexus of these two game-changing contributions to our scientific understanding of the world. It addresses how non-integer differential equations replace Newton’s laws to describe the many guises of complexity, most of which lay beyond Newton’s experience, and many had even eluded Mandelbrot’s powerful intuition. The book’s authors look behind the mathematics and examine what must be true about a phenomenon’s behavior to justify the replacement of an integer-order with a noninteger-order (fractional) derivative. This window into the future of specific science disciplines using the fractional calculus lens suggests how what is seen entails a difference in scientific thinking and understanding

Inquiry in university mathematics teaching and learning: The PLATINUM project

This book reports on the work carried out within the Erasmus+ PLATINUM project by eight European universities from seven countries: the University of Agder, in Kristiansand, Norway—the coordinator of the project—the University of Amsterdam in The Netherlands, Masaryk University and Brno University of Technology in Czech Republic, Leibniz University Hannover in Germany, the Complutense University of Madrid in Spain, Loughborough University in the UK, and Borys Grinchenko Kyiv University in Ukraine. In this 21st century, projects aimed at studying and disseminating inquiry-based approaches in the teaching of STEM disciplines in primary and secondary education have proliferated in Europe, benefiting from the impulse of the publication of the Rocard’s report in 2007.1 However, university mathematics teaching has remained mainly traditional, especially in the first university years, crucial for the students’ orientation and retention

UTPA Undergraduate Catalog 2007-2009

https://scholarworks.utrgv.edu/edinburglegacycatalogs/1074/thumbnail.jp