Understanding the Mathematical Language

In this action research study of my calculus classroom consisting of only 12th grade students, I investigated activities that would affect a student’s understanding of mathematical language. The goal in examining these activities in a systematic way was to see if a student’s deeper understanding of math terms and symbols resulted in a better understanding of the mathematical concepts being taught. I discovered that some students will rise to the challenge of understanding mathematics more deeply, and some will not. In the process of expecting more from students, the frustration level of both the students and the teacher increased. As a result of this research, I plan to see what other activities will enhance the understanding of mathematical language.

Exploring the Influence of Vocabulary Instruction on Students’ Understanding of Mathematical Concepts

In this action research study of my classroom of 8th grade mathematics, I investigated the influence of vocabulary instruction on students’ understanding of the mathematics concepts. I discovered that knowing the meaning of the vocabulary did play a major role in the students’ understanding of the daily lessons and the ability to take tests. Understanding the vocabulary and the concepts allowed the students to be successful on their daily assignments, chapter tests, and standardized achievement tests. I also discovered that using different vocabulary teaching strategies enhanced equity in my classroom among diverse learners. The knowledge of the math vocabulary increased my students’ confidence levels, which in turn increased their daily and test scores. As a result of this research, I plan to find ways to incorporate the vocabulary teaching strategies I have used into current math curriculum. I will start this process at the beginning of the next school year, and will continue looking for new strategies that will promote math vocabulary retention.

Can homework become more meaningful with the inclusion of oral presentations?

In this action research study of my 7th grade math class, I investigated the inclusion of homework presentations to see if they would improve students’ attitude toward mathematics, participation, and understanding. I discovered that although the implementations of presentations into our homework routine did not drastically influence grades, or even improve attitudes (according to test grades and student surveys), a multitude of other changes surfaced. These changes consisted of an increase in discussion, a team effort among students in my class, and an overall “learning community” effect. I plan to continue to pursue presentations as a major part of my homework routine, and also incorporate presentations into review sessions.

Reduce Late Assignments through Classroom Presentations

In this action research study of my 7th grade math class, I investigated homework presentations, to see if they would reduce the amount of late homework assignments. I did not find any significant results that weekly presentations given by students were beneficial to reduce the amount of late assignments, but found many other positive things that happened because of presentations. As a result of this research, I plan to use classroom presentations because they foster listening skills and student interaction, and promote deeper thinking.

“Let’s Review.” A Look at the Effects of Re-teaching Basic Mathematic Skills

In this action research study of my classroom of 8th grade mathematics, I investigated the effect of reviewing basic fraction and decimal skills on student achievement and student readiness for freshman Algebra. I also investigated the effect on the quality of student work, with regards to legibility by having students grade each other’s work anonymously. I discovered that students need basic skill review with fractions and decimals, and by the end of the research their scores improved. However, their handwriting had not. At the end of the research, a majority of the students felt the review was important, and they were ready to take math next year in high school. As a result of this research, I plan to implement weekly fraction and decimal review assignments in all middle school grades: 6th, 7th, and 8th. In addition, fraction and decimals must be incorporated into daily assignments, where appropriate, in order to encourage students to retain these skills.

Daily Problem-Solving Warm-Ups: Harboring Mathematical Thinking In The Middle School Classroom

In this action research study of my classroom of 8th grade mathematics, I investigated the use of daily warm-ups written in problem-solving format. Data was collected to determine if use of such warm-ups would have an effect on students’ abilities to problem solve, their overall attitudes regarding problem solving and whether such an activity could also enhance their readiness each day to learn new mathematics concepts. It was also my hope that this practice would have some positive impact on maximizing the amount of time I have with my students for math instruction. I discovered that daily exposure to problem-solving practices did impact the students’ overall abilities and achievement (though sometimes not positively) and similarly the students’ attitudes showed slight changes as well. It certainly seemed to improve their readiness for the day’s lesson as class started in a more timely manner and students were more actively involved in learning mathematics (or perhaps working on mathematics) than other classes not involved in the research. As a result of this study, I plan to continue using daily warm-ups and problem-solving (perhaps on a less formal or regimented level) and continue gathering data to further determine if this methodology can be useful in improving students’ overall mathematical skills, abilities and achievement.

O Raciocínio lógico-matemático: classificação e uso em concursos públicos

This study offers an analysis of classification of the main issues of logic and logical thinking found in competitive tendering and math tests, according to their concepts and characteristics, whether involving mathematics, or not. Moreover, a research on the evolutionary historic processes of logic according to three major crises of the foundations of mathematics was conducted. This research helped to define Logic as a science that is quite distinctive from Mathematics. In order to relate the logical and the mathematical thinking, three types of knowledge, according to Piaget, were presented, with the logical-mathematical one being among them. The study also includes an insight on the basic concepts of propositional and predicative logic, which aids in the classification of issues of logical thinking, formal logic or related to algebraic, and geometric or arithmetic knowledge, according to the Venn diagrams. Furthermore, the key problems - that are most frequently found in tests are resolved and classified, as it was previously described. As a result, the classification in question was created and exemplified with eighteen logic problems, duly solved and explained

Uma Proposta de utilização de um software educacional para o ensino de poliedros

This paper presents an educational proposal to use an educational software for the teaching of mathematics, following in the conduct of activities, the main aspects of sociocultural theory of Vygotsky. For this, it chose the Poly educational software, with which were developed teaching and learning activities for the polyhedra content provided in the São Paulo State Mathematics curriculum for the 7th year of elementary school. The objectives of this pedagogical proposal are to stimulate situations of social interaction among students and between students and the teacher, using an educational software as a mediator instrument and present a different way of using digital technology in math classes, aiming production of mathematical knowledge

A visualização no ensino de geometria com o Geogebra 3D

This research presents an investigation about the relevance of visualization in teaching geometry. Our interest turns to analyzing the use of technology in teaching geometry, seeking to highlight their contribution to learning. The students of today - second decade of the 21st century - require that, each time more, the school move towards the integration of technologies for teaching since tablets, smartphone, netbook, notebook are items present on daily life of most students. Thereby, we investigate, taking the phenomenological orientation, the potential of educational software, especially the Geogebra 3D, directed at teaching math and favoring the work with the geometry viewing. At work we bring some theoretical considerations about the importance of viewing for the geometric learning and the use of technologies. We build an intervention proposal for the classroom of the 7th year of elementary school with tasks aimed at visual exploration and allow the teacher to work the concept of volume of geometric solids

Differential calculus and integration of generalized functions over membranes

In this paper we continue the development of the differential calculus started in Aragona et al. (Monatsh. Math. 144: 13-29, 2005). Guided by the so-called sharp topology and the interpretation of Colombeau generalized functions as point functions on generalized point sets, we introduce the notion of membranes and extend the definition of integrals, given in Aragona et al. (Monatsh. Math. 144: 13-29, 2005), to integrals defined on membranes. We use this to prove a generalized version of the Cauchy formula and to obtain the Goursat Theorem for generalized holomorphic functions. A number of results from classical differential and integral calculus, like the inverse and implicit function theorems and Green's theorem, are transferred to the generalized setting. Further, we indicate that solution formulas for transport and wave equations with generalized initial data can be obtained as well.

Miniversal deformations of matrices of bilinear forms

Arnold [V.I. Arnold, On matrices depending on parameters, Russian Math. Surveys 26 (2) (1971) 29-43] constructed miniversal deformations of square complex matrices under similarity; that is, a simple normal form to which not only a given square matrix A but all matrices B close to it can be reduced by similarity transformations that smoothly depend on the entries of B. We construct miniversal deformations of matrices under congruence. (C) 2011 Elsevier Inc. All rights reserved.

Homogeneous structures and rigidity of isoparametric submanifolds in Hilbert space

We study isoparametric submanifolds of rank at least two in a separable Hilbert space, which are known to be homogeneous by the main result in [E. Heintze and X. Liu, Ann. of Math. (2), 149 (1999), 149-181], and with such a submanifold M and a point x in M we associate a canonical homogeneous structure I" (x) (a certain bilinear map defined on a subspace of T (x) M x T (x) M). We prove that I" (x) , together with the second fundamental form alpha (x) , encodes all the information about M, and we deduce from this the rigidity result that M is completely determined by alpha (x) and (Delta alpha) (x) , thereby making such submanifolds accessible to classification. As an essential step, we show that the one-parameter groups of isometries constructed in [E. Heintze and X. Liu, Ann. of Math. (2), 149 (1999), 149-181] to prove their homogeneity induce smooth and hence everywhere defined Killing fields, implying the continuity of I" (this result also seems to close a gap in [U. Christ, J. Differential Geom., 62 (2002), 1-15]). Here an important tool is the introduction of affine root systems of isoparametric submanifolds.

The analytic torsion of a disc

In this article, we study the Reidemeister torsion and the analytic torsion of the m dimensional disc, with the Ray and Singer homology basis (Adv Math 7:145-210, 1971). We prove that the Reidemeister torsion coincides with a power of the volume of the disc. We study the additional terms arising in the analytic torsion due to the boundary, using generalizations of the Cheeger-Muller theorem. We use a formula proved by Bruning and Ma (GAFA 16:767-873, 2006) that predicts a new anomaly boundary term beside the known term proportional to the Euler characteristic of the boundary (Luck, J Diff Geom 37:263-322, 1993). Some of our results extend to the case of the cone over a sphere, in particular we evaluate directly the analytic torsion for a cone over the circle and over the two sphere. We compare the results obtained in the low dimensional cases. We also consider a different formula for the boundary term given by Dai and Fang (Asian J Math 4:695-714, 2000), and we compare the results. The results of these work were announced in the study of Hartmann et al. (BUMI 2:529-533, 2009).

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.

SINGULARLY PERTURBED DISCOUNTED MARKOV CONTROL PROCESSES IN A GENERAL STATE SPACE

This paper studies the asymptotic optimality of discrete-time Markov decision processes (MDPs) with general state space and action space and having weak and strong interactions. By using a similar approach as developed by Liu, Zhang, and Yin [Appl. Math. Optim., 44 (2001), pp. 105-129], the idea in this paper is to consider an MDP with general state and action spaces and to reduce the dimension of the state space by considering an averaged model. This formulation is often described by introducing a small parameter epsilon > 0 in the definition of the transition kernel, leading to a singularly perturbed Markov model with two time scales. Our objective is twofold. First it is shown that the value function of the control problem for the perturbed system converges to the value function of a limit averaged control problem as epsilon goes to zero. In the second part of the paper, it is proved that a feedback control policy for the original control problem defined by using an optimal feedback policy for the limit problem is asymptotically optimal. Our work extends existing results of the literature in the following two directions: the underlying MDP is defined on general state and action spaces and we do not impose strong conditions on the recurrence structure of the MDP such as Doeblin's condition.