Extending the point algebra into the qualitative algebra

2005 ◽  
Author(s):  
A. Krokhin ◽  
P. Jonsson
Keyword(s):  
Qualitative Algebra

Tractable Fragments of Fuzzy Qualitative Algebra

2008 ◽  
Vol 8 (1-2) ◽  
pp. 150-166 ◽  
Author(s):  
Silvana Badaloni ◽  
Marco Falda ◽  
Massimiliano Giacomin
Keyword(s):  
Qualitative Algebra

scholarly journals A Qualitative Synthesis of Algebra Intervention Research

2019 ◽  
Vol 6 (1) ◽  
pp. 34
Author(s):  
Brittany L. Hott ◽  
Rebecca Anne Dibbs
Keyword(s):  
Social Constructivism ◽  
Rural Students ◽  
Qualitative Synthesis ◽  
Theoretical Frameworks ◽  
Stem Majors ◽  
Equity Issues ◽  
8Th Grade ◽  
Education Status ◽  
Integration Techniques ◽  
Qualitative Algebra

Completion of a quality Algebra course by 8th grade is a prerequisite for successful entry into STEM majors; thus best practices in this critical course must be as equitable as possible to support STEM recruitment and retention. However, if the research base for Algebra is under-examines some populations of students, structural inequity may be unintentionally built into evidence-based practices. The purpose of this synthesis is to examine the ways in which qualitative Algebra strategy research did –or did not- account for equity issues including gender, SES, rural students, special education status, ethnicity, and native language through theoretical and participant choices. This synthesis used qualitative research integration techniques to provide a summary of fifty-eight qualitative investigations of Algebra 1 teaching strategies.  The majority of studies specified constructivism, social constructivism, and situated cognition theoretical frameworks or did not specify a theoretical framework.  The majority of research questions addressed the effectiveness of a particular pedagogical technique or intervention. Results suggest that the majority of study participants were Caucasian students from suburban localities and did not include sufficient detail necessary for replication.

A constraint-based approach for qualitative matrix structural analysis

1995 ◽  
Vol 9 (1) ◽  
pp. 23-36 ◽  
Author(s):  
David I. Schwartz ◽  
Stuart S. Chen
Keyword(s):  
Structural Analysis ◽  
Descriptive Analysis ◽  
Matrix Analysis ◽  
Physical Analysis ◽  
Numerical Reasoning ◽  
Physical Constraints ◽  
Matrix Operations ◽  
Analysis Technique ◽  
Structural Applications ◽  
Qualitative Algebra

AbstractQualitative physics, a subfield of artificial intelligence, adapts intuitive and non-numerical reasoning for descriptive analysis of physical systems. The application of a set-based qualitative algebra to matrix analysis (QMA) allows for the development of a qualitative matrix stiffness methodology for linear elastic structural analysis. The unavoidable introduction of arithmetic ambiguity requires the reinforcement of physical constraints complementary to standard matrix operations. The overall analysis technique incorporates such constraints within the set-based framework with logic programming. Truss, beam, and frame structures demonstrate constraint relationships, which prune spurious solutions resulting from qualitative arithmetic relations. Though QMA is not a panacea for all structural applications, it provides greater insight into new notions of physical analysis.

Integrating Expert Knowledge in Cereal Food Manufacturing Processes

2012 ◽  
Author(s):  
Kamal Kansou ◽  
Guy Della Valle ◽  
Amadou Ndiaye
Keyword(s):  
Wheat Flour ◽  
Domain Knowledge ◽  
Expert Knowledge ◽  
Mixing Process ◽  
Flour Dough ◽  
Know How ◽  
Knowledge Based ◽  
Wheat Flour Dough ◽  
Qualitative Algebra ◽  
Insight Into

We present a procedure of knowledge representation based on a qualitative algebra, to predict the wheat flour dough behaviour from mixing settings. The procedure guarantees the consistency of the knowledge base and provides a concise and explicit representation of the knowledge. The qualitative model is implemented as a knowledge-based system (KBS) accessible and understandable by scientists and technologists in breadmaking. The KBS is a record of the domain knowledge, mainly know-how, and a tool to confront predictions of the dough condition with real observations. An example of such a confrontation about the wheat flour dough mixing process is shown; the results gives insight into ill-known relations between the process settings and the dough condition.

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