Towards a Cognitive Semantics of Type

Types are a crucial concept in conceptual modelling, logic, and knowledge representation as they are an ubiquitous device to un- derstand and formalise the classification of objects. We propose a logical treatment of types based on a cognitively inspired modelling that ac- counts for the amount of information that is actually available to a cer- tain agent in the task of classification. We develop a predicative modal logic whose semantics is based on conceptual spaces that model the ac- tual information that a cognitive agent has about objects, types, and the classification of an object under a certain type. In particular, we ac- count for possible failures in the classification, for the lack of sufficient information, and for some aspects related to vagueness

Mathematics learning strategy and mathematics achievement among middle school students in North of Jordan

The results of 1999, 2003, 2007 and 2011 Trends in International Mathematics and Science Study (TIMSS) showed that Jordanian 8th grade students’ achievement in mathematics is low. Mathematics Learning Strategy (MLS) has been identified as one of the attributing factors. To date, there is little study on MLS and mathematics achievement among Jordanian 8th grade students. The study aimed to identify the level of differences between genders based on number, algebra, geometry, mathematics achievement and spatial visualization, and to what extent would the student’s MLS factors such as attitude, motivation, self-regulation, self-efficacy and mathematics anxiety contribute to mathematics achievement. Additionally, the study aimed to determine whether spatial visualization mediates between the MLS factors and mathematics achievement. The respondents in this study, who comprised of 360 students, were selected through stratified random sampling, from eight public middle schools in Alkoura District in the North of Jordan. The study used 65 items to assess the MLS. The mathematics test contains 30 items (number, algebra & geometry) while the spatial visualization test contains 32 items. The findings showed that female students scored higher than male students in numbers, algebra, and mathematics test but there are no gender differences in geometry scores. Male students performed better than their female counterparts in spatial visualization. The results also showed that mathematics attitude, motivation, self-regulation and selfefficacy contributed to mathematics achievement except mathematics anxiety. Spatial visualization plays a mediating effect between mathematics achievement and attitude, motivation, and mathematics anxiety. This study contributes to knowledge and social cognitive theory about the students’ affective domain base on MLS factors and spatial visualization which is important as prerequisite knowledge for learning mathematics. Mathematics educators in Jordan need to consider the MLS factors when teaching mathematics to 8th grade students to help improve their mathematics achievement

SMART - IWRM - Sustainable Management of Available Water Resources with Innovative Technologies - Integrated Water Resources Management in the Lower Jordan Rift Valley : Final Report Phase II (KIT Scientific Reports ; 7698)

SMART was a multi-lateral research project with partners from Germany, Israel, Jordan and the Palestinian Territories. The overall goal was to develop a transferable approach for Integrated Water Resources Management (IWRM) in the water shortage region of the Lower Jordan Valley. The innovative aspect addressed all available water resources: groundwater and surface waters, but also wastewater, brackish water and flood water that need to be treated for use

Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education

International audienceThis volume contains the Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education (ERME), which took place 9-13 February 2011, at Rzeszñw in Poland