Comprehensible Input And Output In The Math Immersion Classroom: A Professional Development Series

The one-way immersion classroom provides a unique environment for students to learn content through instruction in their non-native language. However, students in early elementary grades typically have not had enough exposure to the target language to maintain sentence-level dialogue. The professional development series designed for this project uses the concepts of growth mindset, cognitively guided instruction, comprehensible input, and comprehensible output to increase students\u27 ability to process and explain their mathematical thinking in the target language. Both growth mindset and cognitively guided instruction have been used in classrooms for years, but there has been little research into their implementation in immersion classrooms. This project consists of five professional development sessions that will be used by participants to develop growth mindset teaching strategies, design math problems that are appropriate for their students, and provide scaffolding of teacher input and student output in the target language. The project will primarily be used for teachers in K-3 math immersion classrooms, but the comprehensible input and output strategies are adaptable across subjects as well as grade levels. The goal of this project is for participants to use their knowledge of their students\u27 language and math abilities to create student-centered math problems and language scaffolding. Using these strategies can keep students processing and sharing their mathematical reasoning in the target language

Intelligent voice system for kazakh

The proposed project is dedicated to developing a prototype of an intelligent voice system with an interactive dialog mode in the Kazakh language for call-centers, information desks and dispatching services. Mathematical models and software of the system were developed. This includes the development of the algorithms of speech recognition and synthesis of words and phrases in Kazakh as well as the collection and processing of speech data for training and testing the system

Mathematics: it\u27s all about language

Not many years ago, Hillegeist and Epstein, from Gallaudet University, wrote that \u27while there is no question that the increase in difficulty of the mathematical concepts is an important factor in mathematical comprehension and there seems to exist an effect on comprehension specifically related to language. The special role of language in mathematics is a factor in the educational success of deaf students. However,they add that at this point (1987), the nature of the language effect is not completely clear. (Hillegeist&Epstein, 1987). Reading this statement led me to the purpose of this project, which is to review literature that will examine the areas of critical period and language development of deaf children: core knowledge and cognitive development with regard to the impact on deaf students and mathematical instruction: and deaf students\u27 mathematical progress based on the National Council for Teacher\u27s of Mathematics standards (NCTM).Focus is on the critical period for language acquisition, core knowledge and current mathematical instruction methods of deaf students to analyze the consequences for deaf education in the area of mathematics. The importance of early language acquisition is noted. AIternative ideas and observations from contemporary research related directly to: the unique connection between cognitive development and language acquisition: the construction of knowledge by children, and NCTM standards are summarized regarding learning mathematics. The goal is to synthesize the most current literature and perhaps suggest ways in which educators of the deaf can contribute to the development of the higher-order processing and cognitive skills necessary for their successful post-secondary study of mathematics

Students´ language in computer-assisted tutoring of mathematical proofs

Truth and proof are central to mathematics. Proving (or disproving) seemingly simple statements often turns out to be one of the hardest mathematical tasks. Yet, doing proofs is rarely taught in the classroom. Studies on cognitive difficulties in learning to do proofs have shown that pupils and students not only often do not understand or cannot apply basic formal reasoning techniques and do not know how to use formal mathematical language, but, at a far more fundamental level, they also do not understand what it means to prove a statement or even do not see the purpose of proof at all. Since insight into the importance of proof and doing proofs as such cannot be learnt other than by practice, learning support through individualised tutoring is in demand. This volume presents a part of an interdisciplinary project, set at the intersection of pedagogical science, artificial intelligence, and (computational) linguistics, which investigated issues involved in provisioning computer-based tutoring of mathematical proofs through dialogue in natural language. The ultimate goal in this context, addressing the above-mentioned need for learning support, is to build intelligent automated tutoring systems for mathematical proofs. The research presented here has been focused on the language that students use while interacting with such a system: its linguistic propeties and computational modelling. Contribution is made at three levels: first, an analysis of language phenomena found in students´ input to a (simulated) proof tutoring system is conducted and the variety of students´ verbalisations is quantitatively assessed, second, a general computational processing strategy for informal mathematical language and methods of modelling prominent language phenomena are proposed, and third, the prospects for natural language as an input modality for proof tutoring systems is evaluated based on collected corpora

Superstructure Optimization of Naphtha Processing System with Environmental Considerations

The objective of this research project is to develop an optimization-based mathematical model in the form of a mixed-integer linear program (MILP) for determining the optimal configuration of a petroleum refmery. The scope for this project is to formulate the superstructure representation model for a refinery focusing on the subsystem of naphtha hydroprocessing in order to select the most economical and cost efficient process route. The alternatives for all streams are evaluated and the optimal configuration is proposed based on market demand by incorporating logical constraints and mass balance using the GAMS modeling language platform. Based on the information and knowledge about the physics of the problem of naphtha processing unit, we represent all these possible processing alternatives on a superstructure. Carbon dioxide emission factors bave also been considered in which relevant data is obtained using the carbon weighting tonne (CWT) method. Computational studies are conducted on a representative numerical example to illustrate the proposed modeling approach

An approach to acoustical modeling using digital signal processing : a thesis for HONORS 499

This is a study of the use of digital signal processing (DSP) as a method of modeling room acoustics without having to actually build the structure. The DSP capabilities and programming facilities of the NeXT computer located in the Mathematics Department's computer laboratory (RB 450) is used in conjunction with this thesis. First, the basic ideas and mathematics of digital signal processing are explored. Second, the mathematics and applications of Fourier Analysis and the Fast Fourier Transform in DSP are explored. Thirdly, the mathematical foundations and relationships of basic room acoustics and auditorium acoustics are explored. Finally, a computer program written in the C programming language for the NeXT as an Honors Fellowship project which combines all of these ideas in one package to determine the acoustic manipulation of a sound given the geometry and the materials of a hypothetical room is discussed.Honors CollegeThesis (B.S.

The British Lexicon Project: Lexical decision data for 28,730 monosyllabic and disyllabic English words

We present a new database of lexical decision times for English words and nonwords, for which two groups of British participants each responded to 14,365 monosyllabic and disyllabic words and the same number of nonwords for a total duration of 16 h (divided over multiple sessions). This database, called the British Lexicon Project (BLP), fills an important gap between the Dutch Lexicon Project (DLP; Keuleers, Diependaele, & Brysbaert, Frontiers in Language Sciences. Psychology, 1, 174, 2010) and the English Lexicon Project (ELP; Balota et al., 2007), because it applies the repeated measures design of the DLP to the English language. The high correlation between the BLP and ELP data indicates that a high percentage of variance in lexical decision data sets is systematic variance, rather than noise, and that the results of megastudies are rather robust with respect to the selection and presentation of the stimuli. Because of its design, the BLP makes the same analyses possible as the DLP, offering researchers with a new interesting data set of word-processing times for mixed effects analyses and mathematical modeling. The BLP data are available at http://crr.ugent.be/blp and as Electronic Supplementary Materials