The Role of Context-Related Parameters in Adults’ Mental Computational Acts

Researchers who have carried out studies pertaining to mental computation and everyday mathematics point out that adults and children reason intuitively based upon experiences within specific contexts; they use invented strategies of their own to solve real-life problems. We draw upon research areas of mental computation and everyday mathematics to report on a study that investigated adults’ use of mental mathematics in everyday settings. In this paper, we report on one adult’s use of mental computation at work and highlight the role of context and context related parameters in his mental mathematical activities

Conference system user\u27s guide

This paper describes three methods of group communication utilizing computer terminals as the vehicle for conducting a group discussion. The system that provides; these methods was developed by OEP for a UNIVAC 1108 as a convenient form of communication among geographically dispersed individuals and/or as an adjunct to oral communications. Completely normal language is used. Use of the computer permits maintaining a written record automatically and allowing discussions in which participants need not talk and listen in synchronism (in contrast to conventional meetings and telephone conference calls). In two of the methods, the discussants need not even be participating simultaneously. Several other useful features are offered in order to facilitate group solution to problems when that is the conference objective. The system is simple to use and is relatively inexpensive for groups that already possess the necessary computer time-sharing facilities

Mental computation: Is it more than mental architecture?

Literature at national and international levels argues the importance of including mental computation in a mathematics curriculum that promotes number sense. However, mental computation does not feature in importance in the current Queensland mathematics syllabus documents. Hopefully, with the writing of a new mathematics syllabus, mental computation will feature with more prominence. It has been posited that when children are encouraged to formulate their own mental computation strategies, they learn how numbers work, gain a richer experience in dealing with numbers, and develop number sense. In the literature, a wide variety of addition and subtraction mental strategies has been identified and characteristics of good mental computers have been documented. These findings are useful to inform teachers of children's thinking, and help them better understand children's explanations. However, little research has attempted to explain why or how children develop these strategies and why some children are proficient. Thus, the intention of present study was to go beyond reporting the existing situation in schools to investigating, in depth, associated factors, and to develop a comprehensive model for mental computation. This paper reports a study of Year 3 children's addition and subtraction mental computation abilities, and the complexity of interaction of cognitive, metacognitive, and affective factors that supported and diminished their ability to compute efficiently. As well, the part memory plays in mental computation was investigated. Finally, some implications for teaching are discussed

The Relationship of Selected Variables in Mathematics Achievement of Teacher Education Applicants

The purpose of this study was to examine relationships between the variables of (1) sex, (2) attitudes toward mathematics, (3) college grade point average (GPA), (4) American College Test (ACT) mathematics scores, (5) number of mathematics courses taken, and the variable of (6) mathematics computation scores on the California Achievement Test (CAT) Form 6 - Level 19. A population of 220 applicants for admission to teacher education at East Tennessee State University were available for the study. Academic records of the students were searched for the following information: (1) sex of the subjects, (2) college grade point average, (3) ACT mathematics scores, (4) number of previous high school mathematics courses, (5) number of previous college mathematics courses, and (6) CAT mathematics computation scores. Attitudes toward mathematics was measured utilizing the Revised Aiken-Dreger Mathematics Scale. The following relationships were examined: (1) difference between the CAT mathematics computation scores of males and females, (2) correlation between the variables of attitudes toward mathematics and CAT mathematics computation scores, (3) difference between scores of males and females on the test of attitudes toward mathematics, (4) correlation between the variables of college grade point average and CAT mathematics computation scores, (5) difference between the college grade point average of males and females, (6) correlation between the variables of ACT mathematics scores and CAT mathematics computation scores, (7) difference between the ACT mathematics scores of males and females, (8) correlation between the variables of weighted number of mathematics courses taken and CAT mathematics computation scores, and (9) difference between the weighted number of mathematics courses taken by males and females. The findings of the study revealed that: (1) There was no statistically significant difference between the CAT mathematics computation scores of males and females. (2) There was a statistically significant correlation between the variables of attitudes toward mathematics and CAT mathematics computation scores. (3) There was no statistically significant difference between scores of males and females on the test of attitudes toward mathematics. (4) There was a statistically significant correlation between the variables of college grade point average and CAT mathematics computation scores. (5) There was no statistically significant difference between the college grade point average of males and females. (6) There was a statistically significant correlation between the variables of ACT mathematics scores and CAT mathematics computation scores. (7) There was no statistically significant difference between the ACT mathematics scores of males and females. (8) There was a statistically significant correlation between the variables of weighted number of mathematics courses taken and CAT mathematics computation scores. (9) There was no statistically significant difference between the weighted number of mathematics courses taken by males and females. Based upon the findings of the study, the following conclusions were warranted: (1) The study failed to support the hypotheses that differences existed between male and female teacher education applicants in regard to their (a) CAT mathematics computation scores, (b) attitudes toward mathematics, (c) college grade point average, (d) ACT mathematics scores, and (e) weighted number of mathematics courses. (2) The study revealed that in regard to teacher education applicants there existed a definite correlation between the variables of (a) attitudes toward mathematics and CAT mathematics computation scores, (b) ACT mathematics scores and CAT mathematics computation scores, (c) college grade point average and CAT mathematics computation scores, and (d) weighted number of mathematics courses taken and CAT mathematics computation scores

Mathematics vocabulary knowledge of eighth-grade students

The purpose of this study was to develop a mathematics vocabulary measure for eighth-grade students and to determine the relationships among general vocabulary knowledge, mathematics vocabulary knowledge, and mathematics computation. Students (n=34) took three tests in the following order: (1) mathematics vocabulary, (2) WRAT Computation, and (3) GMRT Vocabulary. Mathematics vocabulary results revealed that the mathematics vocabulary test was highly reliable. Based on students’ scores in all tests, the correlation between mathematics vocabulary knowledge and general vocabulary knowledge as well as the relationship between mathematics vocabulary and mathematics computation were strong. However, there was no significant association between mathematics computation and general vocabulary knowledge. Mathematics vocabulary knowledge was a mediator between the two.Special Educatio

On the performance of a hybrid genetic algorithm in dynamic environments

The ability to track the optimum of dynamic environments is important in many practical applications. In this paper, the capability of a hybrid genetic algorithm (HGA) to track the optimum in some dynamic environments is investigated for different functional dimensions, update frequencies, and displacement strengths in different types of dynamic environments. Experimental results are reported by using the HGA and some other existing evolutionary algorithms in the literature. The results show that the HGA has better capability to track the dynamic optimum than some other existing algorithms.Comment: This paper has been submitted to Applied Mathematics and Computation on May 22, 2012 Revised version has been submitted to Applied Mathematics and Computation on March 1, 201