Mathematical Communication, Conceptual Understanding, and Students' Attitudes Toward Mathematics

This action research study of my 8th grade classroom investigated the use of mathematical communication, through oral homework presentations and written journals entries, and its impact on conceptual understanding of mathematics. This change in expectation and its impact on students’ attitudes towards mathematics was also investigated. Challenging my students to communicate mathematics both orally and in writing deepened the students’ understanding of the mathematics. Levels of understanding deepened when a variety of instructional methods were presented and discussed where students could comprehend the ideas that best suited their learning styles. Increased understanding occurred through probing questions causing students to reflect on their learning and reevaluate their reasoning. This transpired when students were expected to write more than one draft to math journals. By making students aware of their understanding through communicating orally and in writing, students realized that true understanding did not come from mere homework completion, but from evaluating and assessing their own and other’s ideas and reasoning. I discovered that when students were challenged to communicate their reasoning both orally and in writing, students enjoyed math more and thought math was more fun. As a result of this research, I will continue to require students to communicate their thinking and reasoning both orally and in writing.

Motivating Middle School Mathematics Students

In this action research study I examined the relationship between the teacher, the students and the types of motivation used in mathematics. I specifically studied the mathematic teachers at my school and my seventh grade mathematics students. Motivating middle school students is difficult and the types of motivation can be as numerous as the number of students studied. I discovered that the teachers used multiple motivating tactics from praise, to extra time spent with a student, to extra fun activities for the class. I also discovered that in many instances, the students’ perception of mathematics was predetermined or predetermined by parental perceptions of mathematics. The social environment of the student and a sense of belonging also plays a role in how motivated a student stays. As a result of this research, I plan to notify the mathematics teachers at my school of the most effective types of motivation so we can become a more effective mathematics department.

Oral and Written Communication in Classroom Mathematics

In this action research study of my classroom of sixth grade mathematics, I investigated the impact of an increase in student oral and written communication on student level of understanding and student self-confidence. I also investigated the changes in my teaching as I increased opportunities for student oral and written communication of mathematics. While I discovered that student level of understanding was not necessarily increased if written communications were increased, I did find that there seemed to be a rise in student level of self-confidence and understanding throughout the course of the research project due to an increase in oral communication. Additionally, my intentions as a teacher were to become less dominating as communication was increased, but the opposite occurred. As a result of this research, I plan to continue to allow oral discourse to take place in my classroom much like it has in the past.

Cooperative Learning in Relation to Problem Solving in the Mathematics Classroom

In this action research study of my classroom of 5th grade mathematics, I investigated cooperative learning and how it is related to problem solving as well as written and oral communication. I discovered that cooperative learning has a positive impact on students’ abilities in problem solving and their overall impression of mathematics and group work. I also found that my students’ communication skills improved in oral explanations of their work. As a result of this research I plan to continue my implementation of cooperative learning in my classroom as a general method of teaching. I also plan to continue to use cooperative learning in working with my students to increase their achievement in problem solving and communication of mathematics.

Generating Interest in Mathematics Using Discussion in the Middle School Classroom

In this action research study of my classroom of 8th grade algebra, I investigated students’ discussion of mathematics and how it relates to interest in the subject. Discussion is a powerful tool in the classroom. By relying too heavily on drill and practice, a teacher may lose any individual student insight into the learning process. However, in order for the discussion to be effective, students must be provided with structure and purpose. It is unrealistic to expect middle school age students to provide their own structure and purpose; a packet was constructed that would allow the students to both show their thoughts and work as a small group toward a common goal. The students showed more interest in the subject in question as they related to the algebra topics being studied. The students appreciated the packets as a way to facilitate discussion rather than as a vehicle for practicing concepts. Students still had a need for practice problems as part of their homework. As a result of this research, it is clear that discussion packets are very useful as a part of daily instruction. While there are modifications that must be made to the original packets to more clearly express the expectations in question, discussion packets will continue to be an effective tool in the classroom.

COMMUTATIVE AUTOMORPHIC LOOPS OF ORDER p(3)

A loop is said to be automorphic if its inner mappings are automorphisms. For a prime p, denote by A(p) the class of all 2-generated commutative automorphic loops Q possessing a central subloop Z congruent to Z(p) such that Q/Z congruent to Z(p) x Z(p). Upon describing the free 2-generated nilpotent class two commutative automorphic loop and the free 2-generated nilpotent class two commutative automorphic p-loop F-p in the variety of loops whose elements have order dividing p(2) and whose associators have order dividing p, we show that every loop of A(p) is a quotient of F-p by a central subloop of order p(3). The automorphism group of F-p induces an action of GL(2)(p) on the three-dimensional subspaces of Z(F-p) congruent to (Z(p))(4). The orbits of this action are in one-to-one correspondence with the isomorphism classes of loops from A(p). We describe the orbits, and hence we classify the loops of A(p) up to isomorphism. It is known that every commutative automorphic p-loop is nilpotent when p is odd, and that there is a unique commutative automorphic loop of order 8 with trivial center. Knowing A(p) up to isomorphism, we easily obtain a classification of commutative automorphic loops of order p(3). There are precisely seven commutative automorphic loops of order p(3) for every prime p, including the three abelian groups of order p(3).

Differential geometry of grassmannians and the Plucker map

Using the Plucker map between grassmannians, we study basic aspects of classic grassmannian geometries. For 'hyperbolic' grassmannian geometries, we prove some facts (for instance, that the Plucker map is a minimal isometric embedding) that were previously known in the 'elliptic' case.

On universal Banach spaces of density continuum

We consider the question whether there exists a Banach space X of density continuum such that every Banach space of density at most continuum isomorphically embeds into X (called a universal Banach space of density c). It is well known that a""(a)/c (0) is such a space if we assume the continuum hypothesis. Some additional set-theoretic assumption is indeed needed, as we prove in the main result of this paper that it is consistent with the usual axioms of set-theory that there is no universal Banach space of density c. Thus, the problem of the existence of a universal Banach space of density c is undecidable using the usual axioms of set-theory. We also prove that it is consistent that there are universal Banach spaces of density c, but a""(a)/c (0) is not among them. This relies on the proof of the consistency of the nonexistence of an isomorphic embedding of C([0, c]) into a""(a)/c (0).

ENERGY AND VOLUME OF VECTOR FIELDS ON SPHERICAL DOMAINS

We present a "boundary version" for theorems about minimality of volume and energy functionals on a spherical domain of an odd-dimensional Euclidean sphere.

EQUIVALENCE OF REAL MILNOR FIBRATIONS FOR QUASI-HOMOGENEOUS SINGULARITIES

We show that for real quasi-homogeneous singularities f : (R-m, 0) -> (R-2, 0) with isolated singular point at the origin, the projection map of the Milnor fibration S-epsilon(m-1) \ K-epsilon -> S-1 is given by f/parallel to f parallel to. Moreover, for these singularities the two versions of the Milnor fibration, on the sphere and on a Milnor tube, are equivalent. In order to prove this, we show that the flow of the Euler vector field plays and important role. In addition, we present, in an easy way, a characterization of the critical points of the projection (f/parallel to f parallel to) : S-epsilon(m-1) \ K-epsilon -> S-1.

ON THE CONSISTENCY OF TWISTED GENERALIZED WEYL ALGEBRAS

A twisted generalized Weyl algebra A of degree n depends on a. base algebra R, n commuting automorphisms sigma(i) of R, n central elements t(i) of R and on some additional scalar parameters. In a paper by Mazorchuk and Turowska, it is claimed that certain consistency conditions for sigma(i) and t(i) are sufficient for the algebra to be nontrivial. However, in this paper we give all example which shows that this is false. We also correct the statement by finding a new set of consistency conditions and prove that the old and new conditions together are necessary and sufficient for the base algebra R to map injectively into A. In particular they are sufficient for the algebra A to be nontrivial. We speculate that these consistency relations may play a role in other areas of mathematics, analogous to the role played by the Yang-Baxter equation in the theory of integrable systems.

Canonical Quantization of a Massive Weyl Field

We construct a consistent theory of a quantum massive Weyl field. We start with the formulation of the classical field theory approach for the description of massive Weyl fields. It is demonstrated that the standard Lagrange formalism cannot be applied for the studies of massive first-quantized Weyl spinors. Nevertheless we show that the classical field theory description of massive Weyl fields can be implemented in frames of the Hamilton formalism or using the extended Lagrange formalism. Then we carry out a canonical quantization of the system. The independent ways for the quantization of a massive Weyl field are discussed. We also compare our results with the previous approaches for the treatment of massive Weyl spinors. Finally the new interpretation of the Majorana condition is proposed.

Hypoellipticity in spaces of ultradistributions-Study of a model case

In this work we study C (a)-hypoellipticity in spaces of ultradistributions for analytic linear partial differential operators. Our main tool is a new a-priori inequality, which is stated in terms of the behaviour of holomorphic functions on appropriate wedges. In particular, for sum of squares operators satisfying Hormander's condition, we thus obtain a new method for studying analytic hypoellipticity for such a class. We also show how this method can be explicitly applied by studying a model operator, which is constructed as a perturbation of the so-called Baouendi-Goulaouic operator.

A critical analysis on "Active Learning" in the light of Cultural-Historical Activity Theory (CHAT): Implications to Physics Education and to experimental activities as a particular case.

This is a research paper in which we discuss “active learning” in the light of Cultural-Historical Activity Theory (CHAT), a powerful framework to analyze human activity, including teaching and learning process and the relations between education and wider human dimensions as politics, development, emancipation etc. This framework has its origin in Vygotsky's works in the psychology, supported by a Marxist perspective, but nowadays is a interdisciplinary field encompassing History, Anthropology, Psychology, Education for example.

Toward a peripheral view of manufacturing networks

This doctoral thesis unfolds into a collection of three distinct articles that share an interest in supply firms, or “peripheral firms”. The three studies offer a novel theoretical perspective that I call the peripheral view of manufacturing networks. Building on the relational view literature, this new perspective identifies the supplier-based theoretical standpoint to analyze and explain the antecedents of relational rents in manufacturing networks. The first article, the namesake of the dissertation, is a theoretical contribution that explains the foundations of the “peripheral view of manufacturing networks”. The second article “Framing The Strategic Peripheries: A Novel Typology of Suppliers” is an empirical study with the aim to offer an interpretation of peripheries’ characteristics and dynamics. The third article, “What is Behind Absorptive Capacity? Dispelling the Opacity of R&D” presents an example of general theory development by using data from peripheral firms.