Development of a mathematical model for solar module in photovoltaic systems

A mathematical model of a solar module is presented. This model takes into account solar model temperature and solar radiation. The experimental data of a solar module under natural environment condition (NEC) have been obtained to determine the model parameters. The experimental results are compared with those calculated by using a mathematical model. It shows that the mathematical model accurately simulates the current-voltage characteristics of the solar module under the NEC and therefore is suitable for photovoltaic system design and performance analysis.

The mathematical and science skills of students who are deaf or hard of hearing educated in inclusive settings

This study examined the science and mathematics achievements of 16 Year 9 students with hearing loss in an inclusive high-school setting in Western Australia. Results from the Monitoring Standards in Education (MSE) compulsory state tests were compared with state and class averages for students with normal hearing. Data were collected from three cohorts of Year 9 students across a 3-year period (2005‐2007). Results from mathematics MSE9 and the MSE9 science assessments showed that the majority of students with hearing loss performed below the state average (88%). Findings in this study suggest that students with hearing loss demonstrated more mathematical strength in the areas of space and measurement, which use visuo-spatial skills. Results for students with hearing loss in the five sections of the science assessment suggest more consistency across the different areas tested in the MSE. Comparisons with the MSE9 English paper for the 2005 cohort of students with hearing loss suggest a strong relationship between reading and writing skills and performance on mathematics and science assessment. In particular, questions with high language content created difficulty. On the science assessment, questions requiring a written explanation appeared to be particularly challenging. These findings have implications for teaching and learning in these crucial areas for students with hearing loss in inclusive secondary school settings. Greater attention to the interpretation of the language of mathematics and to writing about science concepts may help to improve outcomes for students with hearing loss on statewide assessments

The mutual obligation policy in Australia : the rhetoric and reasoning of recent social security policy

Since 1997, the Australian Federal Liberal Government has introduced policies which have sought to reduce rates of unemployment, particularly long-term unemployment. The policy, known as Mutual Obligation, increased the expectations on unemployed people in return for their social security payment. At the same time, previous labour market programmes and government assistance schemes were scrapped or privatised. This article explores the justification of the term 'Mutual Obligation' by examining both the language and the underlying principles of the policy. By defining the problem of unemployment in terms of flaws in the previous social security system, the stage is set for the government to introduce policies which remedy those flaws by emphasising self- reliance in favour of government assistance. Further, by invoking notions of fairness and mutuality, the article argues that the term 'Mutual Obligation' masks both the extent and the strength of the obligations imposed on unemployed people.

Deepening the mathematical knowledge of secondary mathematics teachers who lack tertiary mathematics qualifications

A professional learning program for unqualified practising secondary mathematics teachers regarding senior secondary mathematics teaching is described in this paper. The VCE (Victorian Certificate of Education) mathematics professional learning program for senior secondary mathematics was designed for practising secondary teachers of mathematics who had no experience of teaching advanced senior secondary mathematics and who had not completed the recommended qualifications. Professional learning episodes, artefacts and reflections of three teachers who participated in the program are analysed to identify the development of these teachers' mathematical and pedagogical content knowledge (PCK). The PCK framework developed by Chick et al. was used to analyse teachers' knowledge, and the cases of teachers' knowledge presented in the paper illustrate the entwining of knowledge of mathematics and knowledge of teaching and learning The findings indicate that a program designed for senior secondary mathematics can enable practising teachers to deepen and broaden their understanding of junior secondary mathematical pedagogy.

First year pre-service teachers' mathematical content knowledge : methods of solution to a ratio question

In this article, pre-service teachers' mathematics content knowledge is explored through the analysis of two items about ratio from a Mathematical Competency, Skills and Knowledge Test. Pre-service teachers' thinking strategies, common errors and misconceptions in their responses are presented and discussed. Of particular interest was the range and nature of common incorrect responses for one whole-whole ratio question. Results suggested pre-service teachers had difficulty interpreting a worded multi-step, ratio (scale) question, with errors relating to ratio and/or conversion of measurement knowledge. These difficulties reveal underdeveloped knowledge of mathematical structure and mathematical connections as well as an inability to deconstruct key components of a mathematical problem. Most pre-service teachers also lacked knowledge of standard procedures and methods of solutions.

Connecting with the horizon : developing teachers' appreciation of mathematical structure

A professional learning program for teachers of junior secondary mathematics regarding the content and pedagogy of senior secondary mathematics is the context for this study of teachers’ mathematical and pedagogical knowledge. The analysis of teachers’ reflections on their learning explored teachers’ understanding of mathematical connections and their appreciation of mathematical structure. The findings indicate that a professional learning program about senior secondary mathematics can enable practicing teachers to deepen and broaden their knowledge for teaching junior secondary mathematics and develop their practice to support their students’ present and future learning of mathematics. Further research is needed about professional learning approaches and tasks that may enable teachers to imbed and develop awareness of structure in their practice.

Spatial reasoning by active observation

The problem of deriving spatial relationships between objects in general requires high lever' abstract representation, and it would pose difficulties even for human observer. Based on a formalism for spatial layouts proposed earlier, we present methods for deducing spatial relations between objects by an active, sighted agent in a large-scale environment. The deduction of spatial relations is based on simple visual clues, and thus this technique is more feasible than schemes that rely on complex object recognition.

A framework for considering cross-cultural exchanges as a way to develop reasoning about environmental socio-scientific issues

This study analyses the evolution of socioscientific reasoning on sustainability, of French and Australian tertiary students exchanging ideas on a digital platform, concerning local (Australian, French) environmental SSIs, and global environmental SSIs. We explore how the exchange of arguments from various disciplinary and cultural perspectives, can promote reasoning about complex problem-situations in the environment. We develop a framework of reasoning, and show how it enables a productive analysis of the nature of the exchanges, and the quality of reasoning. We argue that such a strategy may improve epistemological training on the nature of science, and citizenship.

A study of rural preschool practitioners’ views on young children’s mathematical thinking

The project Mathematical Thinking of Preschool Children in Rural and Regional Australia: Research and Practice aimed to investigate views of preschool practitioners about young children’s mathematical thinking and development. Structured individual interviews were conducted with 64 preschool practitioners from rural areas of three Australian states. The questions focused on five broad themes: children’s mathematics learning, support for mathematics teaching, technology and computers, attitudes and feelings, and assessment and record keeping. We review results from the interview data for each of these themes, discuss their importance, and outline recommendations related to teacher education as well as resource development and research.

Effect of subjective reasoning and neurocognition on medication adherence for persons with schizophrenia

Objective: This study investigated the relationship between patients' reasoning about medication adherence and neurocognitive and clinical indices for a treatment-compliant sample of Japanese patients with schizophrenia.

Methods: Subjective reasoning about medication adherence was assessed by the Rating of Medication Influences (ROMI) scale. General intelligence, executive function, and verbal memory were assessed by the Wechsler Adult Intelligence Scale-Revised, Wisconsin Card Sorting Test, and Rey Auditory Verbal Learning Test, respectively.

Results: Higher prevention scores were associated with lower executive functioning and older age. Influence of others was associated with years of education, medication dosage, and IQ, and medication affinity was associated with education.

Conclusions: These results suggest that executive functioning, education, and general IQ may all be important factors in individual motivation for medication adherence.