The computation of the jump number of convex graphs

2005 ◽  
pp. 176-185 ◽  
Author(s):  
Elias Dahlhaus
Keyword(s):  
Jump Number

scholarly journals The jump number and the lattice of maximal antichains

1991 ◽  
Vol 88 (2-3) ◽  
pp. 289-307 ◽  
Author(s):  
Klaus Reuter
Keyword(s):  
Jump Number

scholarly journals Matrices of zeros and ones with the maximum jump number

1998 ◽  
Vol 277 (1-3) ◽  
pp. 83-95
Author(s):  
Bo Cheng ◽  
Bolian Liu
Keyword(s):  
Jump Number

On minimizing the jump number for interval orders

Order ◽  
1988 ◽  
Vol 4 (4) ◽  
pp. 341-350 ◽  
Author(s):  
Tahsin Ghazal ◽  
Ahmad Sharary ◽  
Nejib Zaguia
Keyword(s):  
Jump Number ◽  
Interval Orders

Tackling the jump number of interval orders

Order ◽  
1991 ◽  
Vol 8 (2) ◽  
pp. 115-132 ◽  
Author(s):  
Jutta Mitas
Keyword(s):  
Jump Number ◽  
Interval Orders

The Arboreal Jump Number of an Order

Order ◽  
2012 ◽  
Vol 30 (1) ◽  
pp. 339-350
Author(s):  
Adriana P. Figueiredo ◽  
Michel Habib ◽  
Sulamita Klein ◽  
Jayme Luiz Szwarcfiter
Keyword(s):  
Jump Number

scholarly journals Jump number of dags having Dilworth number 2

1984 ◽  
Vol 7 (3) ◽  
pp. 243-250 ◽  
Author(s):  
M. Chein ◽  
M. Habib
Keyword(s):  
Jump Number

scholarly journals KESALAHAN SISWA SEKOLAH DASAR DALAM MEREPRESENTASIKAN PECAHAN PADA GARIS BILANGAN

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Eny Suryowati
Keyword(s):  
Elementary School ◽  
Data Collection ◽  
Number Line ◽  
Jump Number ◽  
Class V ◽  
Collection Method ◽  
Complex Material ◽  
The Subject ◽  
Fractional Mixture ◽  
Made In

Fraction is one of the complex material in elementary school. This study aims to describe how students represent fractions on a number line, and describes the mistakes made in the students represent fractions on the number line. This research is qualitative. Subjects in this study there are two students class V of SDN Tamping Mojo II. The data collection method using a task-based interviews. Instruments in this study is the researchers themselves and supporting instruments is a task sheet and interview guidelines. Based on this research, how subjects represent fractions on a number line: fractions with the same denominator on the number line, the subject of linking the amount of parts in the interval of 0 to 1 as the denominator, the subject of linking the amount of the line that divides the interval of 0 to 1 as the denominator, the subject of fractions sort of fractional numerator. Fractions with denominators are not the same on the number line, the subject of fractions with denominators sort biggest, subject to name a point regardless of its parts. Fractions on the number line at a specified point (the same parts and the parts are not the same), the first subject tends to count the number of lines that divide the number line into sections of the same count the number of parts that are formed to be the denominator, the second subject occurs misconceptions with jump number. Fractional mixture on the number line, the two subjects can not represent. Mistakes made by the two subjects are conceptual errors and application errors.

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