Is This Vending Machine FUNCTIONing Correctly?

2020 ◽  
Vol 113 (2) ◽  
pp. 132-139
Author(s):  
Jennifer N. Lovett ◽  
Allison W. McCulloch ◽  
Blain A. Patterson ◽  
Patrick S. Martin
Keyword(s):  
Conceptual Understanding ◽  
Real World ◽  
Function Concept ◽  
Conceptual Understandings ◽  
Concept Of Function ◽  
Support Students ◽  
Algebraic Representations

In this manuscript we describe a lesson that utilizes an applet we designed to help students develop a conceptual understanding of the concept of function. We describe how removing algebraic representations and focusing on a real world context can support students' development of these conceptual understandings of the function concept.

scholarly journals MENINGKATKAN PEMAHAMAN KONSEP FUNGSI MATA KULIAH MATEMATIKA EKONOMI MELALUI PERMAINAN KRIPTOGRAFI (CRYPTOGAME)

2020 ◽  
Vol 16 (2) ◽  
pp. 49-60
Author(s):  
Najib Mubarok
Keyword(s):  
Conceptual Understanding ◽  
Positive Impact ◽  
Learning Activities ◽  
Secret Message ◽  
Message Delivery ◽  
Function Concept ◽  
Functional Material ◽  
Cryptographic Algorithms ◽  
Concept Of Function ◽  
Quasi Experimental

Abstrak: Konsep fungsi merupakan salah satu materi abstrak matematika yang sangat penting dalam mata kuliah Matematika Ekonomi. Pembelajaran materi fungsi perlu disusun agar tidak deduktif, jauh dari unsur doktrinasi, serta bersifat konkret. Tulisan ini bertujuan untuk menyusun aktifitas pembelajaran materi fungsi melalui permainan pengiriman pesan rahasia menggunakan algoritma kriptografi sandi Caesar. Lebih lanjut, tulisan ini juga bertujuan untuk mengetahui pengaruh permainan kriptografi tersebut dalam meningkatkan pemahaman konseptual materi fungsi terhadap mahasiswa ES semester II STAINU Temanggung. Metode yang digunakan dalam penelitian ini adalah quasi eksperimen. Dari hasil uji perbandingan Mann Whitney-U, didapatkan nilai Asymp. Sig. (2 tailed) sebesar 0,039. Dengan demikian, terbukti bahwa permainan kriptografi memberikan dampak positif dalam memahami konsep fungsi.Abstract: Concept of function is one of the most critical abstract mathematical material in the Economics Mathematics course. Learning processes of function concept need to be arranged to make it not deductive, far from the elements of doctrine, and are concrete. This paper aims to arrange learning activities of the function concept through secret message delivery games using Caesar cryptographic algorithms. Moreover, this paper also aims to determine the effect of the cryptographic game in increasing conceptual understanding of functional material for the second semester ES students of STAINU Temanggung. The method used in this research was quasi-experimental. From the results of the Mann Whitney-U comparison test, the value of Asymp. Sig (2 tailed) is 0.039. Thus, it is proved that cryptographic games have a positive impact on understanding the concept of function.

Railway Operations Models

2018 ◽  
pp. 745-767
Author(s):  
Sundaravalli Narayanaswami
Keyword(s):  
Prior Knowledge ◽  
Conceptual Understanding ◽  
Real World ◽  
Analytical Approach ◽  
Model Development ◽  
Transportation Industry ◽  
Railway Transportation ◽  
Academic Context ◽  
Railway Operations ◽  
Transportation Scheduling

This chapter is intended as an exposure to OR based methods, particularly the analytical approach to modelling railway operations. An overview of several planned operations in railway transportation is provided in an academic context. Some of the applications and the associated models are applied in realistic settings in the transportation industry, and also have demonstrated evidence of acceptance over a long number of years. Primary coverage is on transportation scheduling and the concise discussions are on planning phases, various operations that can be deterministically modeled and analysed, model development, few exercises and real-world stories, wherever appropriate. All sections are adequately provided with the list of references and an interested reader can benefit from a conceptual understanding to model development and to implement and deploy, under some prior knowledge on the basics and programming experience.

Use of E-Portfolios in Health Professions Education

2018 ◽  
pp. 208-233 ◽  
Author(s):  
Andrew G. Pearson ◽  
Brooke E. Harris-Reeves ◽  
Lana J. Mitchell ◽  
Jessica J. Vanderlelie
Keyword(s):  
Case Studies ◽  
Real World ◽  
Digital Technologies ◽  
Health Professions ◽  
Professional Preparation ◽  
Employability Skills ◽  
Tertiary Institutions ◽  
Institutional Contexts ◽  
Research Questions ◽  
Support Students

In light of the changing landscape of workforce demand, digital technologies are becoming increasingly important to support students with their studies and professional preparation. As such, tertiary institutions are embedding curriculum approaches focused on the development of employability skills and drawing upon technology in order to prepare students for the real world of work in a manner that is scalable and transferable. Digital technologies such as ePortfolios have become an increasingly utilized platform for reflection, evidencing professional competencies and professional branding. Within this chapter, the authors discuss the benefits and limitations of these platforms from the perspectives of students, staff, professional, and institutional contexts. Case studies are utilzsed to demonstrate ePortfolios in practice across the allied health disciplines and key research questions and solutions for the future are discussed.

On the Identification of Modeler Communities

2014 ◽  
Vol 5 (2) ◽  
pp. 22-40 ◽  
Author(s):  
Dirk van der Linden ◽  
Stijn J.B.A. Hoppenbrouwers ◽  
Henderik A. Proper
Keyword(s):  
Conceptual Understanding ◽  
Real World ◽  
Empirical Support ◽  
Enterprise Modeling ◽  
Modeling Language ◽  
Science Students ◽  
Modeling Process ◽  
Psychometric Data ◽  
Computing Science ◽  
Insight Into

The authors discuss the use and challenges of identifying communities with shared semantics in Enterprise Modeling (EM). People tend to understand modeling meta-concepts (i.e., a modeling language's constructs or types) in a certain way and can be grouped by this conceptual understanding. Having an insight into the typical communities and their composition (e.g., what kind of people constitute such a semantic community) can make it easier to predict how a conceptual modeler with a certain background will generally understand the meta-concepts s/he uses, which is useful for e.g., validating model semantics and improving the efficiency of the modeling process itself. The authors have observed that in practice decisions to group people based on certain shared properties are often made, but are rarely backed up by empirical data demonstrating their supposed efficacy. The authors demonstrate the use of psychometric data from two studies involving experienced (enterprise) modeling practitioners and computing science students to find such communities. The authors also discuss the challenge that arises in finding common real-world factors shared between their members to identify them by and conclude that there is no empirical support for commonly used (and often implicit) grouping properties such as similar background, focus and modeling language.

Model My Watershed: Connecting Students' Conceptual Understanding of Watersheds to Real-World Decision Making

2014 ◽  
Vol 62 (1) ◽  
pp. 61-73 ◽  
Author(s):  
Susan E. Gill ◽  
Nanette Marcum-Dietrich ◽  
Rachel Becker-Klein
Keyword(s):  
Decision Making ◽  
Conceptual Understanding ◽  
Real World

scholarly journals FEATURES OF THE ORGANIZATION OF THE EDUCATIONAL PROCESS IN THE CONTEXT OF THE CONSTRUCTIVIST CONCEPT OF LEARNING

2021 ◽  
pp. 86-92
Author(s):  
A.A. Fasolya ◽  
◽  
M.S. Guzeev ◽  
N.V. Uvarina ◽  
◽  
...  
Keyword(s):  
Modern Philosophy ◽  
Conceptual Understanding ◽  
School Teacher ◽  
Philosophy Of Education ◽  
Educational Process ◽  
Learning Activities ◽  
Individual Identity ◽  
Internal Motivation ◽  
Support Students ◽  
Community Teaching

The essence of the theory of constructivism as a component of the modern philosophy of education and the basics of the organization of the educational process in the context of the above concept are discussed. Analyzes the direction of the organization of the learning process is based on constructivism: the organization of meaningful knowledge; the development of conceptual understanding; engaging students in authentic, professionally oriented activities; the urge to reflect on their actions; provision of educational nature of the learning activities; creation of a community teaching; the development of internal motivation of learning of students; support for their individual identity. Attention is focused on the importance of the activity of a higher school teacher as a facilitator to support students in the educational process

Railway Operations Models

2016 ◽  
pp. 313-334
Author(s):  
Sundaravalli Narayanaswami
Keyword(s):  
Prior Knowledge ◽  
Conceptual Understanding ◽  
Real World ◽  
Analytical Approach ◽  
Model Development ◽  
Transportation Industry ◽  
Railway Transportation ◽  
Academic Context ◽  
Railway Operations ◽  
Transportation Scheduling

This chapter is intended as an exposure to OR based methods, particularly the analytical approach to modelling railway operations. An overview of several planned operations in railway transportation is provided in an academic context. Some of the applications and the associated models are applied in realistic settings in the transportation industry, and also have demonstrated evidence of acceptance over a long number of years. Primary coverage is on transportation scheduling and the concise discussions are on planning phases, various operations that can be deterministically modeled and analysed, model development, few exercises and real-world stories, wherever appropriate. All sections are adequately provided with the list of references and an interested reader can benefit from a conceptual understanding to model development and to implement and deploy, under some prior knowledge on the basics and programming experience.

scholarly journals Rethinking the sociology of stigma

2018 ◽  
Vol 66 (4) ◽  
pp. 721-743 ◽  
Author(s):  
Imogen Tyler ◽  
Tom Slater
Keyword(s):  
Conceptual Understanding ◽  
Social Stigma ◽  
Psychological Research ◽  
Sociological Research ◽  
Erving Goffman ◽  
High Profile ◽  
Introductory Article ◽  
Conceptual Understandings ◽  
And Function ◽  
Role And Function

Stigma is not a self-evident phenomenon but like all concepts has a history. The conceptual understanding of stigma which underpins most sociological research has its roots in the ground-breaking account penned by Erving Goffman in his best-selling book Stigma: Notes on the Management of Spoiled Identity (1963). In the 50 years since its publication, Goffman’s account of stigma has proved a productive concept, in terms of furthering research on social stigma and its effects, on widening public understandings of stigma, and in the development of anti-stigma campaigns. However, this introductory article argues that the conceptual understanding of stigma inherited from Goffman, along with the use of micro-sociological and/or psychological research methods in stigma research, often side-lines questions about where stigma is produced, by whom and for what purposes. As Simon Parker and Robert Aggleton argue, what is frequently missing is social and political questions, such as ‘how stigma is used by individuals, communities and the state to produce and reproduce social inequality’. This article expands on Parker and Aggleton’s critique of the limitations of existing conceptual understandings of stigma, through an examination of the anti-stigma campaign Heads Together. This high-profile campaign launched in 2016 seeks to ‘end the stigma around mental health’ and is fronted by members of the British Royal Family. By thinking critically with and about this campaign, this article seeks to both delineate the limitations of existing conceptual understandings of stigma and to begin to develop a supplementary account of how stigma functions as a form of power. We argue that in order to grasp the role and function of stigma in society, scholarship must develop a richer and fuller understanding of stigma as a cultural and political economy. The final part of this introduction details the articles to follow, and the contribution they collectively make to the project of rethinking the sociology of stigma. This collection has been specifically motivated by: (1) how reconceptualising stigma might assist in developing better understandings of pressing contemporary problems of social decomposition, inequality and injustice; (2) a concern to decolonise the discipline of sociology by interrogating its major theorists and concepts; and (3) a desire to put class struggle and racism at the centre of understandings of stigma as a classificatory form of power.

Manipulative Apps to Support Students With Disabilities in Mathematics

2017 ◽  
Vol 53 (3) ◽  
pp. 177-182 ◽  
Author(s):  
Emily C. Bouck ◽  
Christopher Working ◽  
Erin Bone
Keyword(s):  
Students With Disabilities ◽  
Mobile Devices ◽  
Conceptual Understanding ◽  
Virtual Manipulatives ◽  
Mathematical Concepts ◽  
Concrete Manipulatives ◽  
Informed Decisions ◽  
Student Preference ◽  
Support Students

Understanding mathematical concepts is important for all students, although often challenging for many students with disabilities. Historically, educators have used concrete manipulatives to support and build conceptual understanding. Mobile devices provide a valuable option to support students with disabilities in mathematics through app-based manipulatives. Although research is limited on app-based manipulatives, the emerging literature with virtual (i.e., digital) manipulatives more generally suggests student preference for virtual manipulatives without a loss of understanding. This column provides educators with information about app-based manipulatives and how to use them, with the goal of helping teachers make informed decisions about app-based manipulatives to support students.

scholarly journals GeoGebra as a Means for Understanding Limit Concepts

2017 ◽  
Vol 7 (2) ◽  
pp. 71-84
Author(s):  
Puspita Sari
Keyword(s):  
Conceptual Understanding ◽  
Learning Trajectory ◽  
Complete Understanding ◽  
Procedural Understanding ◽  
Common Misconception ◽  
Limit Problems ◽  
Geometric Representations ◽  
The Common ◽  
Dynamic Software ◽  
Support Students

Limit is a major concept in calculus that underpins the concepts of derivatives and integrals. The common misconception about limits is that students treat the value of a limit of a function as the value of a function at a point. This happens because usually the teaching of limit only leads to a procedural understanding (Skemp, 1976) without a proper conceptual understanding. Some researchers suggest the importance of geometrical representations to a meaningful conceptual understanding of calculus concepts. In this research, GeoGebra as a dynamic software is used to support students’ understanding of limit concepts by bridging students' algebraic and geometrical thinking. In addition to this, realistic mathematicseducation (RME) is used as a domain theory to develop an instructional design regarding how GeoGebra could be used to illustrate and explore the limit concept of so that students will have a meaningful understanding both algebraically and geometrically. Therefore, this research aims to explore the hypothetical learning trajectory in order to develop students’ understanding of limit concepts by means of GeoGebra and an approach based on RME.The results show that students are able to solve limit problems and at the same time they try to make sense of the problem by providing geometrical representations of it. Thus, the use of geometric representations by GeoGebra and RME approach could provide a more complete understanding of the concepts of limit. While the results are interesting and encouraging and provide some promising directions, they are not a proof and a much larger study would be needed to determine if the results are due to this approach or due to the teachers’ enthusiasm, the novelty effect or what is known as the Hawthorne Effect.

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