Effects of worked examples and algebra problem -solving skill on error and cognitive load

This study determined the levels of algebra problem solving skill at which worked examples promoted learning of further problem solving skill and reduction of cognitive load in college developmental algebra students. Problem solving skill was objectively measured as error production; cognitive load was subjectively measured as perceived mental effort. ^ Sixty-three Ss were pretested, received homework of worked examples or mass problem solving, and posttested. Univarate ANCOVA (covariate = previous grade) were performed on the practice and posttest data. The factors used in the analysis were practice strategy (worked examples vs. mass problem solving) and algebra problem solving skill (low vs. moderate vs. high). Students in the practice phase who studied worked examples exhibited (a) fewer errors and reduced cognitive load, at moderate skill; (b) neither fewer errors nor reduced cognitive load, at low skill; and (c) only reduced cognitive load, at high skill. In the posttest, only cognitive load was reduced. ^ The results suggested that worked examples be emphasized for developmental students with moderate problem solving skill. Areas for further research were discussed. ^

The Inner Corona Algebra of a C0(X)-Algebra

Date of Acceptance: 15/07/2015

The Inner Corona Algebra of a C0(X)-Algebra

Date of Acceptance: 15/07/2015

Two problems from the Polishchuk and Positselski book on Quadratic algebras

In the book ’Quadratic algebras’ by Polishchuk and Positselski [23] algebras with a small number of generators (n = 2, 3) are considered. For some number r of relations possible Hilbert series are listed, and those appearing as series of Koszul algebras are specified. The first case, where it was not possible to do, namely the case of three generators n = 3 and six relations r = 6 is formulated as an open problem. We give here a complete answer to this question, namely for quadratic algebras with dimA_1 = dimA_2 = 3, we list all possible Hilbert series, and find out which of them can come from Koszul algebras, and which can not. As a consequence of this classification, we found an algebra, which serves as a counterexample to another problem from the same book [23] (Chapter 7, Sec. 1, Conjecture 2), saying that Koszul algebra of finite global homological dimension d has dimA_1 > d. Namely, the 3-generated algebra A given by relations xx + yx = xz = zy = 0 is Koszul and its Koszul dual algebra A^! has Hilbert series of degree 4: HA! (t) = 1 + 3t + 3t^2 + 2t^3 + t^4, hence A has global homological dimension 4.

Begreppens roll vid inlärning av algebra : En litteraturstudie om den roll begrepp och begreppsförmåga spelar vid inlärning av algebra för elever i årskurs 4-6

Svenska elever har presterat dåligt i internationella undersökningar en längre tid när det gäller algebraområdet i matematik. Elevernas begreppsförståelse har pekats ut som en faktor som spelar in i de dåliga resultaten för svenska elever del. Syftet med denna studie har därför varit att ta reda på den roll som begrepp och begreppsförmåga spelar vid inlärning av algebra samt vilken begreppsförståelse elever i årskurs 4-6 har. Genom en systematisk litteraturstudie har frågeställningarna besvarats. Resultaten visar att brister i begreppsförståelse i algebra också leder till brister i kunskap i algebra. Undervisning med fokus på begrepp leder till bättre förståelse för begrepp samtidigt som det även leder till procedurell kunskap. Elever i årskurs 4-6 kan hantera variabler och använda dem i matematiska uttryck. Fördelar med en tidig introduktion av variabelbegreppet är att elever bygger en bättre förståelse för begreppet.

Begreppens roll vid inlärning av algebra : En litteraturstudie om den roll begrepp och begreppsförmåga spelar vid inlärning av algebra för elever i årskurs 4-6

Svenska elever har presterat dåligt i internationella undersökningar en längre tid när det gäller algebraområdet i matematik. Elevernas begreppsförståelse har pekats ut som en faktor som spelar in i de dåliga resultaten för svenska elever del. Syftet med denna studie har därför varit att ta reda på den roll som begrepp och begreppsförmåga spelar vid inlärning av algebra samt vilken begreppsförståelse elever i årskurs 4-6 har. Genom en systematisk litteraturstudie har frågeställningarna besvarats. Resultaten visar att brister i begreppsförståelse i algebra också leder till brister i kunskap i algebra. Undervisning med fokus på begrepp leder till bättre förståelse för begrepp samtidigt som det även leder till procedurell kunskap. Elever i årskurs 4-6 kan hantera variabler och använda dem i matematiska uttryck. Fördelar med en tidig introduktion av variabelbegreppet är att elever bygger en bättre förståelse för begreppet.

Computer-aided tool for the teaching of relational algebra in data base courses

This article describes the design and implementation of computer-aided tool called Relational Algebra Translator (RAT) in data base courses, for the teaching of relational algebra. There was a problem when introducing the relational algebra topic in the course EIF 211 Design and Implementation of Databases, which belongs to the career of Engineering in Information Systems of the National University of Costa Rica, because students attending this course were lacking profound mathematical knowledge, which led to a learning problem, being this an important subject to understand what the data bases search and request do RAT comes along to enhance the teaching-learning process.It introduces the architectural and design principles required for its implementation, such as: the language symbol table, the gramatical rules and the basic algorithms that RAT uses to translate from relational algebra to SQL language. This tool has been used for one periods and has demonstrated to be effective in the learning-teaching process.  This urged investigators to publish it in the web site: www.slinfo.una.ac.cr in order for this tool to be used in other university courses.

A case study of a district's intended and unintended results connected to the implementation of a required ninth-grade algebra 1 strategic initiative

There is a long history of debate around mathematics standards, reform efforts, and accountability. This research identified ways that national expectations and context drive local implementation of mathematics reform efforts and identified the external and internal factors that impact teachers’ acceptance or resistance to policy implementation at the local level. This research also adds to the body of knowledge about acceptance and resistance to policy implementation efforts. This case study involved the analysis of documents to provide a chronological perspective, assess the current state of the District’s mathematics reform, and determine the District’s readiness to implement the Common Core Curriculum. The school system in question has continued to struggle with meeting the needs of all students in Algebra 1. Therefore, the results of this case study will be useful to the District’s leaders as they include the compilation and analysis of a decade’s worth of data specific to Algebra 1.

Inductive Theorem Proving and Computer Algebra in the Mathweb Software Bus

Reasoning systems have reached a high degree of maturity in the last decade. However, even the most successful systems are usually not general purpose problem solvers but are typically specialised on problems in a certain domain. The MathWeb SOftware Bus (Mathweb-SB) is a system for combining reasoning specialists via a common osftware bus. We described the integration of the lambda-clam systems, a reasoning specialist for proofs by induction, into the MathWeb-SB. Due to this integration, lambda-clam now offers its theorem proving expertise to other systems in the MathWeb-SB. On the other hand, lambda-clam can use the services of any reasoning specialist already integrated. We focus on the latter and describe first experimnents on proving theorems by induction using the computational power of the MAPLE system within lambda-clam.

Una primera lección de Geometría algebraica

En este artículo se explica cómo aparece la Geometría Algebraica, partiendo del estudio de los conjuntos de soluciones de sistemas algebraicos

A Retrospective-Longitudinal Examination of the Relationship between Apportionment of Seat Time in Community-College Algebra Courses and Student Academic Performance

During the past decade, there has been a dramatic increase by postsecondary institutions in providing academic programs and course offerings in a multitude of formats and venues (Biemiller, 2009; Kucsera & Zimmaro, 2010; Lang, 2009; Mangan, 2008). Strategies pertaining to reapportionment of course-delivery seat time have been a major facet of these institutional initiatives; most notably, within many open-door 2-year colleges. Often, these enrollment-management decisions are driven by the desire to increase market-share, optimize the usage of finite facility capacity, and contain costs, especially during these economically turbulent times. So, while enrollments have surged to the point where nearly one in three 18-to-24 year-old U.S. undergraduates are community college students (Pew Research Center, 2009), graduation rates, on average, still remain distressingly low (Complete College America, 2011). Among the learning-theory constructs related to seat-time reapportionment efforts is the cognitive phenomenon commonly referred to as the spacing effect, the degree to which learning is enhanced by a series of shorter, separated sessions as opposed to fewer, more massed episodes. This ex post facto study explored whether seat time in a postsecondary developmental-level algebra course is significantly related to: course success; course-enrollment persistence; and, longitudinally, the time to successfully complete a general-education-level mathematics course. Hierarchical logistic regression and discrete-time survival analysis were used to perform a multi-level, multivariable analysis of a student cohort (N = 3,284) enrolled at a large, multi-campus, urban community college. The subjects were retrospectively tracked over a 2-year longitudinal period. The study found that students in long seat-time classes tended to withdraw earlier and more often than did their peers in short seat-time classes (p < .05). Additionally, a model comprised of nine statistically significant covariates (all with p-values less than .01) was constructed. However, no longitudinal seat-time group differences were detected nor was there sufficient statistical evidence to conclude that seat time was predictive of developmental-level course success. A principal aim of this study was to demonstrate—to educational leaders, researchers, and institutional-research/business-intelligence professionals—the advantages and computational practicability of survival analysis, an underused but more powerful way to investigate changes in students over time.

Connected Hopf algebras of finite Gelfand-Kirillov dimension

Following the seminal work of Zhuang, connected Hopf algebras of finite GK-dimension over algebraically closed fields of characteristic zero have been the subject of several recent papers. This thesis is concerned with continuing this line of research and promoting connected Hopf algebras as a natural, intricate and interesting class of algebras. We begin by discussing the theory of connected Hopf algebras which are either commutative or cocommutative, and then proceed to review the modern theory of arbitrary connected Hopf algebras of finite GK-dimension initiated by Zhuang. We next focus on the (left) coideal subalgebras of connected Hopf algebras of finite GK-dimension. They are shown to be deformations of commutative polynomial algebras. A number of homological properties follow immediately from this fact. Further properties are described, examples are considered and invariants are constructed. A connected Hopf algebra is said to be "primitively thick" if the difference between its GK-dimension and the vector-space dimension of its primitive space is precisely one . Building on the results of Wang, Zhang and Zhuang,, we describe a method of constructing such a Hopf algebra, and as a result obtain a host of new examples of such objects. Moreover, we prove that such a Hopf algebra can never be isomorphic to the enveloping algebra of a semisimple Lie algebra, nor can a semisimple Lie algebra appear as its primitive space. It has been asked in the literature whether connected Hopf algebras of finite GK-dimension are always isomorphic as algebras to enveloping algebras of Lie algebras. We provide a negative answer to this question by constructing a counterexample of GK-dimension 5. Substantial progress was made in determining the order of the antipode of a finite dimensional pointed Hopf algebra by Taft and Wilson in the 1970s. Our final main result is to show that the proof of their result can be generalised to give an analogous result for arbitrary pointed Hopf algebras.

Using linear algebra for protein structural comparison and classification.

In this article, we describe a novel methodology to extract semantic characteristics from protein structures using linear algebra in order to compose structural signature vectors which may be used efficiently to compare and classify protein structures into fold families. These signatures are built from the pattern of hydrophobic intrachain interactions using Singular Value Decomposition (SVD) and Latent Semantic Indexing (LSI) techniques. Considering proteins as documents and contacts as terms, we have built a retrieval system which is able to find conserved contacts in samples of myoglobin fold family and to retrieve these proteins among proteins of varied folds with precision of up to 80%. The classifier is a web tool available at our laboratory website. Users can search for similar chains from a specific PDB, view and compare their contact maps and browse their structures using a JMol plug-in.

Modified gravity with tensor computer algebra: a case study

Il modello ΛCDM è il modello cosmologico più semplice, ma finora più efficace, per descrivere l'evoluzione dell'universo. Esso si basa sulla teoria della Relatività Generale di Einstein e fornisce una spiegazione dell'espansione accelerata dell'universo introducendo la costante cosmologica Λ, che rappresenta il contributo della cosiddetta energia oscura, un'entità di cui ben poco si sa con certezza. Sono stati tuttavia proposti modelli teorici alternativi che descrivono gli effetti di questa quantità misteriosa, introducendo ad esempio gradi di libertà aggiuntivi, come nella teoria di Horndeski. L'obiettivo principale di questa testi è quello di studiare questi modelli tramite il tensor computer algebra xAct. In particolare, il nostro scopo sarà quello di implementare una procedura universale che permette di derivare, a partire dall'azione, le equazioni del moto e l'evoluzione temporale di qualunque modello generico.

On the mixing property for a class of states of relativistic quantum fields

Let omega be a factor state on the quasilocal algebra A of observables generated by a relativistic quantum field, which, in addition, satisfies certain regularity conditions [satisfied by ground states and the recently constructed thermal states of the P(phi)(2) theory]. We prove that there exist space- and time-translation invariant states, some of which are arbitrarily close to omega in the weak * topology, for which the time evolution is weakly asymptotically Abelian. (C) 2010 American Institute of Physics. [doi: 10.1063/1.3372623]