Introductory Mathematics for Quantum Chemistry

An elementary discussion of some of the mathematics employed in studying Quantum Chemistry in a style appropriate for persons who have not taken advanced mathematical instruction.

Supporting Whole-Class Collaborative Inquiry in a Secondary Mathematics Classroom

Recent mathematics education reform efforts call for the instantiation of mathematics classroom environments where students have opportunities to reason and construct their understandings as part of a community of learners. Despite some successes, traditional models of instruction still dominate the educational landscape. This limited success can be attributed, in part, to an underdeveloped understanding of the roles teachers must enact to successfully organize and participate in collaborative classroom practices. Towards this end, an in-depth longitudinal case study of a collaborative high school mathematics classroom was undertaken guided by the following two questions: What roles do these collaborative practices require of teacher and students? How does the community’s capacity to engage in collaborative practices develop over time? The analyses produced two conceptual models: one of the teacher’s role, along with specific instructional strategies the teacher used to organize a collaborative learning environment, and the second of the process by which the class’s capacity to participate in collaborative inquiry practices developed over time.

A case study of teachers' mathematics content knowledge and attitudes toward mathematics and teaching

This study intended to measure teacher mathematical content knowledge both before and after the first year of teaching and taking graduate teacher education courses in the Teach for America (TFA) program, as well as measure attitudes toward mathematics and teaching both before and after TFA teachers’ first year. There was a significant increase in both mathematical content knowledge and attitudes toward mathematics over the TFA teachers’ first year teaching. Additionally, several significant correlations were found between attitudes toward mathematics and content knowledge. Finally, after a year of teaching, TFA teachers had significantly better attitudes toward mathematics and teaching than neutral.

Motivation and Learning in Mathematics Pre-service Teachers

Based on a review of literature of conceptual and procedural knowledge in relation to intrinsic and extrinsic motivation, the purpose of this study was to test the relationship between conceptual and procedural knowledge and intrinsic and extrinsic motivation. Thirty-eight education students with a mathematics focus (elementary or secondary) in their junior, senior, or fifth year completed a survey with a Likert scale measuring their preference to learning (conceptual or procedural) and their motivation type (intrinsic or extrinsic). Findings showed that secondary mathematics focused students were more likely to prefer learning mathematics conceptually than elementary mathematics focused students. However, secondary and elementary mathematics focused students showed an equal preference for learning mathematics procedurally and sequentially. Elementary and secondary students reported similar intrinsic and extrinsic motivation. Extrinsically motivated students preferred procedural learning more than conceptual learning. While there was no statistically significant preference with intrinsically motivated students, there was a trend favoring preference of conceptual learning over procedural learning. These results tend to support the hypothesis that mathematics focused students who prefer conceptual learning are more intrinsically motivated, and mathematics focused students who prefer procedural learning are more extrinsically motivated.

First steps in the discovery of patterns in the academic results of telecommunication engineering students in the subjects Analysis of Circuits and Mathematics

In this paper, the results of six years of research in engineering education, in the application of the European Higher Education Area (EHEA) to improve the performance of the students in the subject Analysis of Circuits of Telecommunication Engineering, are analysed taking into consideration the fact that there would be hidden variables that both separate students into subgroups and show the connection among several basic subjects such as Analysis of Circuits (AC) and Mathematics (Math). The discovery of these variables would help us to explain the characteristics of the students through the teaching and learning methodology, and would show that there are some characteristics that instructors do not take into account but that are of paramount importance

Online games for the teaching of mathematics

In this article we present a didactic experience developed by the GIE (Group of Educational Innovation) “Pensamiento Matemático” of the Polytechnics University of Madrid (UPM), in order to bring secondary students and university students closer to Mathematics. It deals with the development of a virtual board game called Mate-trivial. The mechanics of the game is to win points by going around the board which consists of four types of squares identified by colours: “Statistics and Probability”, “Calculus and Analysis”, “Algebra and Geometry” and “Arithmetic and Number Theory ”. When landing on a square, a question of its category is set out: a correct answer wins 200 points, if wrong it loses 100 points, and not answering causes no effect on the points, but all the same, two minutes out of the 20 minutes that each game lasts are lost. For the game to be over it is necessary, before those 20 minutes run out, to reach the central square and succeed in the final task: four chained questions, one of each type, which must be all answered correctly. It is possible to choose between two levels to play: Level 1, for pre-university students and Level 2 for university students. A prototype of the game is available at the website “Aula de Pensamiento Matemático” developed by the GIE: http://innovacioneducativa.upm.es/pensamientomatematico/. This activity lies within a set of didactic actions which the GIE is developing in the framework of the project “Collaborative Strategies between University and Secondary School Education for the teaching and learning of Mathematics: An Application to solve problems while playing”, a transversal project financed by the UPM.

Learning and Assessing Competencies: New challenges for Mathematics in Engineering Degrees in Spain.

The introduction of new degrees adapted to the European Area of Higher Education (EAHE) has involved a radically different approach to the curriculum. The new programs are structured around competencies that should be acquired. Considering the competencies, teachers must define and develop learning objectives, design teaching methods and establish appropriate evaluation systems. While most Spanish universities have incorporated methodological innovations and evaluation systems different from traditional exams, there is enough confusion about how to teach and assess competencies and learning outcomes, as traditionally the teaching and assessment have focused on knowledge. In this paper we analyze the state-of-the-art in the mathematical courses of the new engineering degrees in some Spanish universities.

Bifurcation diagrams for polymer blends with diffuse interfaces in confined and adaptive geometries

Dynamics of binary mixtures such as polymer blends, and fluids near the critical point, is described by the model-H, which couples momentum transport and diffusion of the components [1]. We present an extended version of the model-H that allows to study the combined effect of phase separation in a polymer blend and surface structuring of the film itself [2]. We apply it to analyze the stability of vertically stratified base states on extended films of polymer blends and show that convective transport leads to new mechanisms of instability as compared to the simpler diffusive case described by the Cahn- Hilliard model [3, 4]. We carry out this analysis for realistic parameters of polymer blends used in experimental setups such as PS/PVME. However, geometrically more complicated states involving lateral structuring, strong deflections of the free surface, oblique diffuse interfaces, checkerboard modes, or droplets of a component above of the other are possible at critical composition solving the Cahn Hilliard equation in the static limit for rectangular domains [5, 6] or with deformable free surfaces [6]. We extend these results for off-critical compositions, since balanced overall composition in experiments are unusual. In particular, we study steady nonlinear solutions of the Cahn-Hilliard equation for bidimensional layers with fixed geometry and deformable free surface. Furthermore we distinguished the cases with and without energetic bias at the free surface. We present bifurcation diagrams for off-critical films of polymer blends with free surfaces, showing their free energy, and the L2-norms of surface deflection and the concentration field, as a function of lateral domain size and mean composition. Simultaneously, we look at spatial dependent profiles of the height and concentration. To treat the problem of films with arbitrary surface deflections our calculations are based on minimizing the free energy functional at given composition and geometric constraints using a variational approach based on the Cahn-Hilliard equation. The problem is solved numerically using the finite element method (FEM).

Establishing a new paradigm for teaching mathematics at engineering schools

This paper analyzes an ideal model of teaching, thinking after 5-10 years in Universities in the world. We propose the collaborative work for a fruitful learning. According with that, we expose some of our previous projects in this area and some ideas for the ?global education?, focused on the teaching and learning of mathematics to engineering students. Furthermore we explain some of our initiatives for implementing the "Bologna process?. Aspects related to the learning and assessments will be analyzed. The establishment of the new teaching paradigm has to change the learning process and we will suggest some possible initiatives for adapting the learning to the new model. The paper ends by collecting some conclusions.

Physics and Mathematics in the Engineering Curriculum: Correlation with Applied Subjects

This paper presents a study in which the relationship between basic subjects (Mathematics and Physics) and applied engineering subjects (related to Machinery, Electrical Engineering, Topography and Buildings) in higher engineering education curricula is evaluated. The analysis has been conducted using the academic records of 206 students for five years. Furthermore, 34 surveys and personal interviews were conducted to analyze the connections between the contents taught in each subject and to identify student perceptions of the correlation with other subjects or disciplines. At the same time, the content of the different subjects have been analyzed to verify the relationship among the disciplines.Aproper coordination among subjects will allow students to relate and interconnect topics of different subjects, even with the ones learnt in previous courses, while also helping to reduce dropout rates and student failures in successfully accomplishing the different courses.

Tumor necrosis factor (TNF)-mediated kinase cascades: Bifurcation of Nuclear Factor-κB and c-jun N-terminal kinase (JNK/SAPK) pathways at TNF receptor-associated factor 2

TNF-induced activation of the transcription factor NF-κB and the c-jun N-terminal kinase (JNK/SAPK) requires TNF receptor-associated factor 2 (TRAF2). The NF-κB-inducing kinase (NIK) associates with TRAF2 and mediates TNF activation of NF-κB. Herein we show that NIK interacts with additional members of the TRAF family and that this interaction requires the conserved “WKI” motif within the TRAF domain. We also investigated the role of NIK in JNK activation by TNF. Whereas overexpression of NIK potently induced NF-κB activation, it failed to stimulate JNK activation. A kinase-inactive mutant of NIK was a dominant negative inhibitor of NF-κB activation but did not suppress TNF- or TRAF2-induced JNK activation. Thus, TRAF2 is the bifurcation point of two kinase cascades leading to activation of NF-κB and JNK, respectively.

“Coarse” stability and bifurcation analysis using time-steppers: A reaction-diffusion example

Evolutionary, pattern forming partial differential equations (PDEs) are often derived as limiting descriptions of microscopic, kinetic theory-based models of molecular processes (e.g., reaction and diffusion). The PDE dynamic behavior can be probed through direct simulation (time integration) or, more systematically, through stability/bifurcation calculations; time-stepper-based approaches, like the Recursive Projection Method [Shroff, G. M. & Keller, H. B. (1993) SIAM J. Numer. Anal. 30, 1099–1120] provide an attractive framework for the latter. We demonstrate an adaptation of this approach that allows for a direct, effective (“coarse”) bifurcation analysis of microscopic, kinetic-based models; this is illustrated through a comparative study of the FitzHugh-Nagumo PDE and of a corresponding Lattice–Boltzmann model.

A brief survey of symmetry in mathematics

This paper presents a brief survey of the idea of symmetry in mathematics, as exemplified by some particular developments in algebra, differential equations, topology, and number theory.