A Survey of User Interfaces for Computer Algebra Systems

AbstractThis paper surveys work within the Computer Algebra community (and elsewhere) directed towards improving user interfaces for scientific computation during the period 1963–1994. It is intended to be useful to two groups of people: those who wish to know what work has been done and those who would like to do work in the field. It contains an extensive bibliography to assist readers in exploring the field in more depth. Work related to improving human interaction with computer algebra systems is the main focus of the paper. However, the paper includes additional materials on some closely related issues such as structured document editing, graphics, and communication protocols

Static Analysis for Efficient Affine Arithmetic on GPUs

Range arithmetic is a way of calculating with variables that hold ranges of real values. This ability to manage uncertainty during computation has many applications. Examples in graphics include rendering and surface modeling, and there are more general applications like global optimization and solving systems of nonlinear equations. This thesis focuses on affine arithmetic, one kind of range arithmetic. The main drawbacks of affine arithmetic are that it taxes processors with heavy use of floating point arithmetic and uses expensive sparse vectors to represent noise symbols. Stream processors like graphics processing units (GPUs) excel at intense computation, since they were originally designed for high throughput media applications. Heavy control flow and irregular data structures pose problems though, so the conventional implementation of affine arithmetic with dynamically managed sparse vectors runs slowly at best. The goal of this thesis is to map affine arithmetic efficiently onto GPUs by turning sparse vectors into shorter dense vectors at compile time using static analysis. In addition, we look at how to improve efficiency further during the static analysis using unique symbol condensation. We demonstrate our implementation and performance of the condensation on several graphics applications

Differential Calculus: From Practice to Theory

Differential Calculus: From Practice to Theory covers all of the topics in a typical first course in differential calculus. Initially it focuses on using calculus as a problem solving tool (in conjunction with analytic geometry and trigonometry) by exploiting an informal understanding of differentials (infinitesimals). As much as possible large, interesting, and important historical problems (the motion of falling bodies and trajectories, the shape of hanging chains, the Witch of Agnesi) are used to develop key ideas. Only after skill with the computational tools of calculus has been developed is the question of rigor seriously broached. At that point, the foundational ideas (limits, continuity) are developed to replace infinitesimals, first intuitively then rigorously. This approach is more historically accurate than the usual development of calculus and, more importantly, it is pedagogically sound. The text also incorporates curated activities from the TRansforming Instruction in Undergraduate Mathematics Instruction via Primary Historical Sources (TRIUMPHS) project to provide students with ample opportunities to develop relevant competencies.https://knightscholar.geneseo.edu/oer-ost/1031/thumbnail.jp

Ocean Data View

Ocean Data View (ODV) is a software package for the interactive exploration, analysis and visualization of oceanographic and other geo-referenced profile, time-series, trajectory or sequence data. ODV runs on Windows, macOS, Linux, and UNIX (Solaris, Irix, AIX) systems. ODV data and configuration files are platform-independent and can be exchanged between different systems. ODV can display original data points or gridded fields based on the original data. ODV has two fast weighted-averaging gridding algorithms as well as the advanced DIVA gridding software built-in. Gridded fields can be color-shaded and/or contoured. ODV supports five different map projections and can be used to produce high quality cruise maps. ODV graphics output can be send directly to printers or may be exported to PostScript, gif, png, or jpg files. The resolution of exported graphics files is specified by the user and not limited by the pixel resolution of the screen. ODV is available for download at https://odv.awi.de/

NASA Thesaurus. Volume 2: Access vocabulary

The NASA Thesaurus -- Volume 2, Access Vocabulary -- contains an alphabetical listing of all Thesaurus terms (postable and nonpostable) and permutations of all multiword and pseudo-multiword terms. Also included are Other Words (non-Thesaurus terms) consisting of abbreviations, chemical symbols, etc. The permutations and Other Words provide 'access' to the appropriate postable entries in the Thesaurus

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

The relationship between textbook affordances and mathematics' teachers' pedagogical design capacity (PDC)

A thesis submitted to the Wits School of Education, Faculty of Humanities, University of the Witwatersrand in fulfilment of the requirements for the degree of Doctor of Philosophy Johannesburg April 2015Mathematics textbooks are ubiquitous in classrooms but research on how teachers use this resource which is a major resource and often the only resource that teachers have access to, is “fledging” (Remillard, Herbel-Eisenmann, & Lloyd, 2009, p. xiv). The study investigates the teacher-textbook relationship between the affordances (J. J. Gibson, 1977) of the textbook and teachers’ capacity to perceive and mobilise these affordances for productive mediation of the object of learning, that is, teachers’ pedagogical design capacity (PDC) (Brown, 2002, 2009). Theoretically grounded in socio-cultural theory wherein all humans are inherently social beings and grow from and through the use of tools (Vygotsky, 1978), the study aligns itself with a conception of textbook use as “participation with the text” (Remillard, 2005, p. 221) and where teaching is a design activity (Brown, 2009) to develop conceptual frameworks for determining the affordances of the textbook, as well as teachers’ mobilization of these affordances. The analysis of the textbook produces two major affordances for the teachers’ practice as the mathematical content and the approach to the teaching and learning of this content. The analysis of teachers’ lessons on the other hand shows that teachers make injections to the textbook content, some of which are robust while others are distractive. However, an important result of the analysis of the lessons is that the teacher-textbook relationship is a function of the critical omissions from the textbook that the teacher makes. The key findings of the study are that for the teachers in the study, their textbook use is generally tacit and not deliberate; their relationships with their textbooks are not intimate, resulting in generally low PDCs. Thus, the study warns against notions that making textbooks available implies deliberate use; and argues that textbook use needs to be mediated in order to be deliberate

Investigating human-perceptual properties of "shapes" using 3D shapes and 2D fonts

Shapes are generally used to convey meaning. They are used in video games, films and other multimedia, in diverse ways. 3D shapes may be destined for virtual scenes or represent objects to be constructed in the real-world. Fonts add character to an otherwise plain block of text, allowing the writer to make important points more visually prominent or distinct from other text. They can indicate the structure of a document, at a glance. Rather than studying shapes through traditional geometric shape descriptors, we provide alternative methods to describe and analyse shapes, from a lens of human perception. This is done via the concepts of Schelling Points and Image Specificity. Schelling Points are choices people make when they aim to match with what they expect others to choose but cannot communicate with others to determine an answer. We study whole mesh selections in this setting, where Schelling Meshes are the most frequently selected shapes. The key idea behind image Specificity is that different images evoke different descriptions; but ‘Specific’ images yield more consistent descriptions than others. We apply Specificity to 2D fonts. We show that each concept can be learned and predict them for fonts and 3D shapes, respectively, using a depth image-based convolutional neural network. Results are shown for a range of fonts and 3D shapes and we demonstrate that font Specificity and the Schelling meshes concept are useful for visualisation, clustering, and search applications. Overall, we find that each concept represents similarities between their respective type of shape, even when there are discontinuities between the shape geometries themselves. The ‘context’ of these similarities is in some kind of abstract or subjective meaning which is consistent among different people