Developing Students Ability To Write Mathematical Proof By Polya Method

Both writing and reading a proof is equally not easy. Some mathematicians attested that students found difficulties in mathematical proving. Mathematics and mathematics education experts like Jones (1997, 2001), Weber (2001), and Smith (2006) found that difficulty in proof writing is due to: lack of theorem and concept understanding, lack of proving ability, and there is a teaching-learning process that unites with the subject. So, it is truly needed that class of writing proof in order to help to generate students’ ability to do mathematical proving. Polya method is going to be that purpose. Keywords: mathematics proof, Polya metho

Finding Mutated Subnetworks Associated with Survival in Cancer

Next-generation sequencing technologies allow the measurement of somatic mutations in a large number of patients from the same cancer type. One of the main goals in analyzing these mutations is the identification of mutations associated with clinical parameters, such as survival time. This goal is hindered by the genetic heterogeneity of mutations in cancer, due to the fact that genes and mutations act in the context of pathways. To identify mutations associated with survival time it is therefore crucial to study mutations in the context of interaction networks. In this work we study the problem of identifying subnetworks of a large gene-gene interaction network that have mutations associated with survival. We formally define the associated computational problem by using a score for subnetworks based on the test statistic of the log-rank test, a widely used statistical test for comparing the survival of two populations. We show that the computational problem is NP-hard and we propose a novel algorithm, called Network of Mutations Associated with Survival (NoMAS), to solve it. NoMAS is based on the color-coding technique, that has been previously used in other applications to find the highest scoring subnetwork with high probability when the subnetwork score is additive. In our case the score is not additive; nonetheless, we prove that under a reasonable model for mutations in cancer NoMAS does identify the optimal solution with high probability. We test NoMAS on simulated and cancer data, comparing it to approaches based on single gene tests and to various greedy approaches. We show that our method does indeed find the optimal solution and performs better than the other approaches. Moreover, on two cancer datasets our method identifies subnetworks with significant association to survival when none of the genes has significant association with survival when considered in isolation.Comment: This paper was selected for oral presentation at RECOMB 2016 and an abstract is published in the conference proceeding

Using Metacognition In Learning Mathematics Toward Character Building

The Ministry of National Education (Kemdiknas) plans to implement character education. Mathematics is one subject that has a big influence in preparing the students to be able to think logically, analytically, systematically, critically, and creatively, and have the ability to cooperate, allowing to be given values to build students character. Metacognition is the awareness of cognitive processes. By using metacognition, someone does all the activities with full awareness. When learning mathematics by involving his metacognition, he will be able to observe the relationship between data in the problem with the prior knowledge, to re-examine its accuracy, aswell as solving a complex problem with the simple steps, and asks himself and tries to clarify his opinion. This paper aims to develop learning Mathematics materials that consist of values and involve students metacognition to form a competent human resources and human character, discipline, honest, who perform all acts by full awareness. always make good planning, monitoring and evaluating their action. Keyword: character, values, metacognitio

Improving Student’s Emotional Intelligence By Mathematics Learning

This paper aims to provide a description of realistic mathematics education in improving emotional intelligence. Mathematics is a tool that can be developed to foster thinking (reasoning) and attitudes (emotions) (Nelissen, 2007). Emotional intelligence is the ability to feel, understand and effectively apply the power and emotional sensitivity as an energy source and as a motivator. The models that emerged from students' mathematical activity can promote interaction in class, thus leading to the level of mathematical thinking and higher learning meaningful democracy. Thus, learning mathematics is a realistic learning actively involves students both physically and mentally (student centered learning), and be democratic, so as to have a better profile in the critical thinking skills and emotional intelligence of students. Keywords: emotional intelligence, learning, mathematics, constructive, interactive, reflective, realisti

Mathematics And Mathematics Education Values In Forming Someone’s Character

The success of someone’ life is not only determined by intellectual aspect, but also other aspects, such as character, emotional, and social aspects. Those three aspects can’t be separated from moral values. Moral values are concepts of basic behavior and attitude which determine who we are, how we live, and how we behave to others. Mathematics and mathematics education characteristic can become a means to make them become true. From this view, it is very interesting to know further between mathematics and mathematics education values with the problems of life, that is character. Keywords: Mathematics value, mathematics education value, character