VI Workshop on Computational Data Analysis and Numerical Methods: Book of Abstracts

The VI Workshop on Computational Data Analysis and Numerical Methods (WCDANM) is going to be held on June 27-29, 2019, in the Department of Mathematics of the University of Beira Interior (UBI), Covilhã, Portugal and it is a unique opportunity to disseminate scientific research related to the areas of Mathematics in general, with particular relevance to the areas of Computational Data Analysis and Numerical Methods in theoretical and/or practical field, using new techniques, giving especial emphasis to applications in Medicine, Biology, Biotechnology, Engineering, Industry, Environmental Sciences, Finance, Insurance, Management and Administration. The meeting will provide a forum for discussion and debate of ideas with interest to the scientific community in general. With this meeting new scientific collaborations among colleagues, namely new collaborations in Masters and PhD projects are expected. The event is open to the entire scientific community (with or without communication/poster)

A FAMILY OF ITERATIVE METHODS IN THE THEORY OF MATHEMATICAL MODELLING

Two types of recent iterative modelling methods are discussed. The first of them is based upon the theory of generalized integro-differential operators and applies to systems satisfying some kind of linear (ordinary or partial) differential equation. It seems to be useful, however, rather from theoretical than from practical point of view. The other procedure has a completely different character: it can be considered as a strong extension of the well-known logarithmization method combined with least squares adjustment, and leads to the analytical modelling of a lot of physical, engineering and biomedical systems or phenomena which could be described only empirically up to the present. Some ideas of the results have been published by the author e.g. in: Lecture Notes in Mathematics. 457 (Springer, 1975) as well as in the volume ":Mathematical Modelling in Science and Technology" (Pergamon Press. 1984)

Effectiveness of ST Math in College Remedial Mathematics Students of Learning Fraction Concepts

This study examined the extent to which the iPad app, Spatial Temporal Mathematics (ST Math), diminished college remedial mathematics students’ natural number bias and deepened their fraction conceptual understanding. In this quasi-experimental study one class played the ST Math fraction games for 8 weeks, and they were compared to a control class who were taught without technology. The frameworks for this study included the framework theory of conceptual change, the reorganization theory, the microworld and the Lesh Translation Model. Pre and post- tests were used to examine the fraction conceptual understanding of the students in the ST Math class and the non-ST Math class before and after the intervention. Also, interviews were conducted to investigate how the ST Math students developed their fraction conceptual understand before and after the game play, compared to the non-ST Math students. As a whole, the students in both classes exhibited the natural number bias in all three areas: magnitude, density, and computation at the pre-test stage. However at the post-test stage, they diminished the bias in magnitude but in the other two areas, the bias was persistent. Overall, the statistical result was not significant between the ST Math class and the non-ST Math class on the post-test. However, the ST Math class had more students who answered correctly regarding the fraction density concept on the post-test. Similarly, the post-interview results revealed that the ST Math students exhibited conceptual gain in fraction magnitude, the fraction addition concept, and the fraction multiplication concept. However, although they showed the conceptual gain in fraction multiplication, they had difficulty with the concept of fraction division. The students in both classes did not show any conceptual gain in fraction division

Volume 2. Proceedings of the Interdisciplinary STEM Teaching and Learning Conference

Full version of volume 2 of the Proceedings of the Interdisciplinary STEM Teaching and Learning Conferenc

Proceedings of the tenth international conference Models in developing mathematics education: September 11 - 17, 2009, Dresden, Saxony, Germany

This volume contains the papers presented at the International Conference on “Models in Developing Mathematics Education” held from September 11-17, 2009 at The University of Applied Sciences, Dresden, Germany. The Conference was organized jointly by The University of Applied Sciences and The Mathematics Education into the 21st Century Project - a non-commercial international educational project founded in 1986. The Mathematics Education into the 21st Century Project is dedicated to the improvement of mathematics education world-wide through the publication and dissemination of innovative ideas. Many prominent mathematics educators have supported and contributed to the project, including the late Hans Freudental, Andrejs Dunkels and Hilary Shuard, as well as Bruce Meserve and Marilyn Suydam, Alan Osborne and Margaret Kasten, Mogens Niss, Tibor Nemetz, Ubi D’Ambrosio, Brian Wilson, Tatsuro Miwa, Henry Pollack, Werner Blum, Roberto Baldino, Waclaw Zawadowski, and many others throughout the world. Information on our project and its future work can be found on Our Project Home Page http://math.unipa.it/~grim/21project.htm It has been our pleasure to edit all of the papers for these Proceedings. Not all papers are about research in mathematics education, a number of them report on innovative experiences in the classroom and on new technology. We believe that “mathematics education” is fundamentally a “practicum” and in order to be “successful” all new materials, new ideas and new research must be tested and implemented in the classroom, the real “chalk face” of our discipline, and of our profession as mathematics educators. These Proceedings begin with a Plenary Paper and then the contributions of the Principal Authors in alphabetical name order. We sincerely thank all of the contributors for their time and creative effort. It is clear from the variety and quality of the papers that the conference has attracted many innovative mathematics educators from around the world. These Proceedings will therefore be useful in reviewing past work and looking ahead to the future