Identification of cause of impairment in spiral drawings, using non-stationary feature extraction approach

Parkinson’s disease is a clinical syndrome manifesting with slowness and instability. As it is a progressive disease with varying symptoms, repeated assessments are necessary to determine the outcome of treatment changes in the patient. In the recent past, a computer-based method was developed to rate impairment in spiral drawings. The downside of this method is that it cannot separate the bradykinetic and dyskinetic spiral drawings. This work intends to construct the computer method which can overcome this weakness by using the Hilbert-Huang Transform (HHT) of tangential velocity. The work is done under supervised learning, so a target class is used which is acquired from a neurologist using a web interface. After reducing the dimension of HHT features by using PCA, classification is performed. C4.5 classifier is used to perform the classification. Results of the classification are close to random guessing which shows that the computer method is unsuccessful in assessing the cause of drawing impairment in spirals when evaluated against human ratings. One promising reason is that there is no difference between the two classes of spiral drawings. Displaying patients self ratings along with the spirals in the web application is another possible reason for this, as the neurologist may have relied too much on this in his own ratings.

On Aspects of Mathematical Reasoning : Affect and Gender

This thesis explores two aspects of mathematical reasoning: affect and gender. I started by looking at the reasoning of upper secondary students when solving tasks. This work revealed that when not guided by an interviewer, algorithmic reasoning, based on memorising algorithms which may or may not be appropriate for the task, was predominant in the students reasoning. Given this lack of mathematical grounding in students reasoning I looked in a second study at what grounds they had for different strategy choices and conclusions. This qualitative study suggested that beliefs about safety, expectation and motivation were important in the central decisions made during task solving.  But are reasoning and beliefs gendered? The third study explored upper secondary school teachers conceptions about gender and students mathematical reasoning. In this study I found that upper secondary school teachers attributed gender symbols including insecurity, use of standard methods and imitative reasoning to girls and symbols such as multiple strategies especially on the calculator, guessing and chance-taking were assigned to boys. In the fourth and final study I found that students, both male and female, shared their teachers view of rather traditional feminities and masculinities. Remarkably however, this result did not repeat itself when students were asked to reflect on their own behaviour: there were some discrepancies between the traits the students ascribed as gender different and the traits they ascribed to themselves. Taken together the thesis suggests that, contrary to conceptions, girls and boys share many of the same core beliefs about mathematics, but much work is still needed if we should create learning environments that provide better opportunities for students to develop beliefs that guide them towards well-grounded mathematical reasoning. 

Teachers' conceptions about students' mathematical reasoning : Gendered or not?

This study looks at how upper secondary school teachers gender stereotype aspects of students' mathematical reasoning. Girls were attributed gender symbols including insecurity, use of standard methods and imitative reasoning. Boys were assigned the symbols such as multiple strategies especially on the calculator, guessing and chance-taking.