Univalent Foundations and the UniMath Library

We give a concise presentation of the Univalent Foundations of mathematics outlining the main ideas, followed by a discussion of the UniMath library of formalized mathematics implementing the ideas of the Univalent Foundations (section 1), and the challenges one faces in attempting to design a large-scale library of formalized mathematics (section 2). This leads us to a general discussion about the links between architecture and mathematics where a meeting of minds is revealed between architects and mathematicians (section 3). On the way our odyssey from the foundations to the "horizon" of mathematics will lead us to meet the mathematicians David Hilbert and Nicolas Bourbaki as well as the architect Christopher Alexander

Simplicity, scientific inference and econometric modelling

Economic Schools;Econometric Models;Economic Methodology

Inclusive Development in Latin America and Smallholders’ Interactive Learning Spaces

Inclusive development appears as a challenge in Latin America countries after the rupture of the social inclusion as a trickle-down effect of the economic growth. Searching development with inclusion several public policies were implemented in Latin American focusing in the agri-food production. In order to assess the progress to reach such objectives, two cases are studied. Smallholder milk producers at the Loma Blanca community (Mexico) and smallholders olive producers at Aimogasta (Argentina) were considered. Interactive learning spaces were clearly identified as consequence of the linking between product, producers and territory. Despite these results, several queries are still opened.Fil: Bastida Mercado, Claudia. Universidad Autónoma del Estado de México; MéxicoFil: García Martínez, Anastacio. Universidad Autónoma del Estado de México; MéxicoFil: Sanchez, Guillermo. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro de Estudios Urbanos y Regionales; Argentina. Universidad de Morón; Argentina. Instituto Nacional de Tecnología Agropecuaria; Argentin

Considering learning styles in adaptative web-based education

This paper shows a way of using some dimensions of learning styles of students in order to improve the efficiency of adaptive learning systems. Firstly, it reviews the literature and previous work related to the taxonomy of learning styles and its application to web-based education. Later, it introduces the Felder-Silverman learning style model and the procedure of extracting information about students’ learning styles from the Felder-Soloman ILS questionnaire. Then, it presents a mechanism of application of these dimensions to content sequencing. The example used to explain the adaptation effects is taken from a course developed with TANGOW, Task-based Adaptive learNer Guidance On the Web.This work has been sponsored by the Spanish Interdepartmental Commission of Science and Technology (CICYT), project numbers TEL1999-0181 and TIC2001-0685-C02-01

The acquisition of a complex morphological paradigm by L1 and L2 children

The performances of 690 L1 and L2 submersion children of grades 4 to 6 on a test of past tense (passé simple) production in French are compared with the aim of assessing how the two groups of children cope with learning a morphological form belonging to a complex paradigm. Homophony with other verbal forms of the paradigm (syncretisms) appears to play a role in the children’s answers. L2 submersion children have significantly lower scores than L1 children and they differ from L1 children in tending to overapply the regular ending. They also seem to be more attentive to agreement and to the visual form of the words than L1 children

Incorporating learning styles into the user model

In this paper, we show the main definitions of learning styles, and a summary of the opinions about the efficacy of learning styles. In addition, this paper explores the application of the Felder-Silverman learning style model to adaptive training courses delivered via the “World Wide Web”. Due to the newness of the Web, its features, benefits, limitations and requirements as a delivery medium for distance learning are largely unstudied and unverified. This paper presents an attempt to incorporate learning styles in adaptive web-based systems and links it to the larger context of web-based education. In sum, this piece of research offers new ideas concerning an Adaptive We-based Education system, which includes the extraction of student’s learning styles preferences and then modifying the course presentation. We have implemented a prototype that adapts the course structure to the student learning style. We suggest the application of the results of the ILS questionnaire to automatically adapt some dimensions of the Felder-Silverman model to the course content and structure. The underlying idea of adaptive hypermedia based on learning styles is quite simple: adapt the presentation of course material so that it is more conductive to each student learning the course. This tailoring should allow for student learning in the shortest possible period of time. This approach has the effect of removing the impact of the instructor’s learning and eaching style and allowing the student to see the material through the clear lenses of his own perspective and learning style.The Spanish Interdepartmental Commission of Science and Technology (CICYT), project number TIC2001-0685-C02-01, has sponsored this work

Methods of teaching algebra in the high school with reference to selected topics

Thesis (M.A.)--Boston Universit

Actes du 11e Colloque annuel de l'Association québécoise de pédagogie collégiale

Également disponible en version papierTitre de l'écran-titre (visionné le 7 août 2009)Bibliogr.: p. 1