scholarly journals Symbolic Computations based on Grid Services

2006 ◽  
Vol 1 (1) ◽  
pp. 33
Author(s):  
Dana Petcu ◽  
Cosmin Bonchiș ◽  
Cornel Izbașa
Keyword(s):  
Problem Solving ◽  
Computer Science ◽  
Web Service ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Grid Services ◽  
Symbolic Computations ◽  
Grid Application ◽  
Advanced Applications

<p>The widespread adoption of the current Grid technologies is still impeded by a number of problems, one of which is difficulty of developing and implementing Grid-enabled applications. In another dimension, symbolic computation, aiming to automatize the steps of mathematical problem solving, has become in the last years a basis for advanced applications in many areas of computer science.<br /> In this context we have recently analyzed and developed grid-extensions of known tools for symbolic computations. We further present in this paper a case study of a Web service-based Grid application for symbolic computations.</p>

scholarly journals Inconsistency Among Beliefs, Knowledge, and Teaching Practice in Mathematical Problem Solving: A Case Study of a Primary Teacher

2017 ◽  
Vol 7 (2) ◽  
pp. 27-40
Author(s):  
Tatag Yuli Eko Siswono ◽  
Ahmad Wachidul Kohar ◽  
Ika Kurniasari ◽  
Sugi Hartono
Keyword(s):  
Problem Solving ◽  
Teaching Practice ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Primary Teacher ◽  
Mathematical Problem Solving ◽  
Mathematics Problems ◽  
And Mathematics ◽  
Teacher's Beliefs

This is a case study investigating a primary teacher’s beliefs, knowledge, and teaching practice in mathematical problem solving. Data was collected through interview of one primary teacher regarding his beliefs on the nature of mathematics, mathematics teaching, and mathematics learning as well as knowledge about content and pedagogy of problem solving. His teaching practice was also observed which focused on the way he helped his students solve several different mathematics problems in class based on Polya’s problemsolving process: understand the problem, devising a plan, carrying out the plan, and looking back. Findings of this study point out that while the teacher’s beliefs, which are closely related to his problem solving view, are consistent with his knowledge of problem solving, there is a gap between such beliefs and knowledge around his teaching practice. The gap appeared primarily around the directive teaching which corresponds to instrumental view he held in most of Polya’s process during his teaching practice, which is not consistent with beliefs and knowledge he professed during the interview. Some possible causes related to several associate factors such as immediate classroom situation and teaching practice experience are discussed to explain such inconsistency. The results of this study are encouraging, however, further studies still need to be conducted.

scholarly journals Phases of collaborative mathematical problem solving and joint attention: a case study utilizing mobile gaze tracking

ZDM ◽  
2021 ◽  
Author(s):  
Jessica F. A. Salminen-Saari ◽  
Enrique Garcia Moreno-Esteva ◽  
Eeva Haataja ◽  
Miika Toivanen ◽  
Markku S. Hannula ◽  
...  
Keyword(s):  
Problem Solving ◽  
Joint Attention ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Gaze Tracking ◽  
Audio Recordings ◽  
Joint Visual Attention ◽  
Video And Audio ◽  
Tracking Devices

AbstractGiven the recent development of mobile gaze-tracking devices it has become possible to view and interpret what the student sees and unravel the associated problem-solving processes further. It has also become possible to pinpoint joint attention occurrences that are fundamental for learning. In this study, we examined joint attention in collaborative mathematical problem solving. We studied the thought processes of four 15–16-year-old students in their regular classroom, using mobile gaze tracking, video and audio recordings, and smartpens. The four students worked as a group to find the shortest path to connect the vertices of a square. Combining information on the student gaze targets with a qualitative interpretation of the context, we identified the occurrences of joint attention, out of which 49 were joint visual attention occurrences and 28 were attention to different representations of the same mathematical idea. We call this joint representational attention. We discovered that ‘verifying’ (43%) and ‘watching and listening’ (35%) were the most common phases during joint attention. The most frequently occurring problem solving phases right after joint attention were also ‘verifying’ (47%) and ‘watching and listening’ (34%). We detected phase cycles commonly found in individual problem-solving processes (‘planning and exploring’, ‘implementing’, and ‘verifying’) outside of joint attention. We also detected phase shifts between ‘verifying’, ‘watching and listening’, and ‘understanding’ a problem, often occurring during joint attention. Therefore, these phases can be seen as a signal of successful interaction and the promotion of collaboration.

scholarly journals Mathematical problem-solving abilities of deaf student in solving non-routine problems

2019 ◽  
Vol 5 (2) ◽  
pp. 157-167 ◽  
Author(s):  
Samuel Igo Leton ◽  
Meryani Lakapu ◽  
Wilfridus Beda Nuba Dosinaeng
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Deaf Student

Tujuan penelitian ini untuk memperoleh gambaran kemampuan pemecahan masalah matematis siswa tunarungu kelas VIII dalam menyelesaikan masalah non rutin yang berkaitan dengan masalah pecahan. Jenis penelitian yang digunakan adalah penelitian kualitatif dengan desain case study. Pengambilan subyek dilakukan secara purposive sebanyak 6 orang pada tiga Sekolah Luar Biasa (SLB) B yakni SLB B Karya Murni Ruteng, SMPLB Negeri Semarang dan SLB B Don Bosco Wonosobo.. Data dikumpulkan melalui tes pemecahan masalah dan wawancara. Hasil analisis terhadap data hasil pekerjaan dan data wawancara, diperoleh bahwa kemampuan-kemampuan matematis yang muncul pada subyek dalam menyelesaikan masalah antara lain; (1) ada kecenderungan bahwa dalam membangun pemahaman terhadap masalah, subyek merepresentasikan masalah melalui gambar, dapat mengungkapkan apa yang diketahui dan apa yang ditanyakan, mengidentifikasi unsur-unsur yang diketahui, dan menyatakan kembali masalah dalam bahasa yang lebih sederhana; (2) Subyek dapat melakukan elaborasi yakni  mengaitkan informasi dengan pengetahuan yang telah terbentuk; (3) Jika siswa tunarungu dapat menyelesaikan masalah, maka untuk menyelesaikan masalah cenderung menggunakan gambar dan menggunakan cara membilang. Dengan demikian, disimpulkan bahwa siswa tunarungu dapat menyelesaikan soal non-rutin dengan tingkat kesulitan tinggi dengan terlebih dahulu memvisualisasikan masalah dalam bentuk gambar dan menulis kembali dalam bentuk kalimat sederhana.

scholarly journals Mathematical Anxiety in Optimizing Students' Mathematical Problem-solving on the Plane Geometry Topic

2020 ◽  
Vol 9 (1) ◽  
pp. 30
Author(s):  
Rohmatul Aulia Khairunnisa ◽  
Zia Nurul Hikmah ◽  
Ishaq Nuriadin
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Sampling Technique ◽  
Mathematical Problem Solving ◽  
High Anxiety ◽  
Mathematical Anxiety ◽  
Mathematical Problems ◽  
The Subject ◽  
High Level

<p class="JRPMAbstractBody">This study aims to describe mathematical anxiety in solving students' mathematical problems. This type of research is qualitative research with a case study method. The subjects in this study consisted of 1 student who had a high level of anxiety. The technique of taking the subject is by using a purposive sampling technique. Data collection techniques using questionnaires, tests, and interviews. The instruments used were mathematical anxiety questionnaires, tests of mathematical problem-solving abilities, and interviews. The result shows that the subject has difficulty solving mathematical problems. It shows that the subject with high anxiety is not optimal in solving mathematical problem-solving problems. Thus, students with high anxiety need specific treatments or require the application of fun learning to optimize their mathematical problem-solving abilities</p>

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