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"Proceedings of International Conference on Education in Mathematics, Science and Technology" includes full papers presented at the International Conference on Education in Mathematics, Science and Technology (ICEMST) which took place on May 18-21, 2023 in Cappadocia, Turkey. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The ICEMST invites submissions which address the theory, research or applications in all disciplines of education. The ICEMST is organized for: faculty members in all disciplines of education, graduate students, K-12 administrators, teachers, principals and all interested in education. After peer-reviewing process, all full papers are published in the Conference Proceedings. [Individual papers are indexed in ERIC.]

"Proceedings of International Conference on Education in Mathematics, Science and Technology" includes full papers presented at the International Conference on Education in Mathematics, Science and Technology (ICEMST) which took place on March 24-27, 2022 in Antalya, Turkey. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The ICEMST invites submissions which address the theory, research or applications in all disciplines of education. The ICEMST is organized for: faculty members in all disciplines of education, graduate students, K-12 administrators, teachers, principals and all interested in education. After peer-reviewing process, all full papers are published in the Conference Proceedings. [Individual papers are indexed in ERIC.]

The presentations address a variety of difficulties occurring in students' solutions of equations and inequalities, and suggest different reasons for these difficulties. When analyzing students' performances, [BB] and [TTT] mention students' tendencies to make irrelevant connections between equations and inequalities as a problematic phenomenon. It should be noted, however, that [K] presents connections made between equations and inequalities as an important step in solving algebraic problems by means of non-algebraic methods. [BB] mention traditional, algorithmic teaching approaches as a main reason for students' errors, Dreyfus and Hoch [DH] mention the need to enhance the internal structure of equations that students hold, while [S] carefully analyzes difficulties with reference to the various solving methods and indicates that even the functional approach and the use of graphic calculators do not automatically lead to errorless solutions. However, beyond their differences, the presentations share common goals. One such goal is to investigate ways to promote performance on algebraic equations and inequalities by seeking means for analyzing students' reactions to various representations of equations and inequalities in different contexts, while considering the way this topic was taught. Thus, this forum will also shed light on the more general issues concerning the interplay between theory, research and instruction. Papers in this forum include: (1) Inequalities in Mathematics Education: The Need for Complementary Perspectives (Paolo Boero and Luciana Bazzini); (2) The Equation/Inequality Connection in Constructing Meaning for Inequality Situations (Carolyn Kieran); (3) Problems Related to the Use of Graphs in Solving Inequalities (Catherine Sackur); (4) Equations--A Structural Approach (Tommy Dreyfus and Maureen Hoch); (5) "New Errors" and "Old Errors": The Case of Quadratic Inequalities (Pessia Tsamir, Dina Tirosh, and Sarit Tiano); (6) Reflections on Research and Teaching of Equations and Inequalities (David Tall); and (7) Syntax and Meaning (Luis Radford). (Individual papers contain references.) [For complete proceedings, see ED489178.]

Team research is important in studying cognition as enactive. This paper contains four different pieces of research directed toward the evidences and artifacts of two students in Canada engaging in a sustained mathematical activity. These four portraits of mathematical cognition in action consider the conversation in which the activity occurs; the structures manifested in the beliefs of these students about mathematics; the patterns of reasoning in action; and the dynamical growth or changes in the mathematical understanding of this pair of students. These approaches and pieces of research can be observed as coemergent. An introductory paper, "Enactivism and Education, Especially Mathematics Education" is followed by four research papers: "A Portrait of Mathematical Conversation" (Lynn Gordon Calvert); "A Portrait of the Coemergence of Reasoning" (David A. Reid); "A Portrait of Beliefs in Action" (Elaine Simmt); and "A Pathway Portrait of Mathematical Understanding in Inter-Action" (Thomas E. Kieren). Appendixes contain verbal snapshots and writing samples of the two students. Contains 52 references. (MKR)

This special issue of the Canadian Mathematics Education Study Group/Groupe Canadien d'Étude en Didactique des Mathématiques (CMESG/GCEDM) Proceedings looks at CMESG/GCEDM's collective history, reflects on where the group has been, and who the members have become as an organization. Through a selection of excerpts from past proceedings, the editors have stitched together a partial history of CMESG/GCEDM's time as an organization. This serves not only as a summary of the collective history, but also serves as an introduction to the activities of CMESG/GCEDM through the first 40 years. The pieces selected for inclusion in this special issue stand as signposts along CMESG/GCEDM's history--as exemplifications of what CMESG/GCEDM is as an organization as well as the activities of CMESG/GCEDM at annual meetings. Crafted introductions to each piece articulate the ways in which that piece exemplifies the valued aspects of CMESG/GCEDM. Following an introduction to the special issue (Peter Liljedahl) [Written in English and French], a foreword (Peter Taylor) [Written in English and French], a Preface to the 1977 CMESG Proceedings (Albert Coleman, Bill Higginson, and David Wheeler), and The Origins and Activities of CMESG (David Wheeler), this issue contains the following papers: (1) Mathematics Education Research in Canada: A Prospective View (Tom Kieren); (2) Innovations in Teacher Education Programmes (Claude Gaulin); (3) The Objectives of Mathematics Education (Albert Coleman); (4) Confessions of an Accidental Theorist (Alan Schoenfeld); (5) The Role of Epistemology in the Analysis of Teaching/Learning Relationships In Mathematics Education (Michèle Artigue); (6) Alive Mathematical Reasoning (David Henderson); (7) Toward a Practice-Based Theory of Mathematical Knowledge for Teaching (Deborah Loewenberg Ball and Hyman Bass); (8) Mathematics as Medicine (Edward Doolittle); (9) Old and New Mathematical Ideas from Africa: Challenges for Reflection (Paulus Gerdes); (10) The Role of Proof in Post-Secondary Education (William Byers and Harvey Gerber); (11) From Theory To Observational Data (And Back Again) (Carolyn Kieran and Jo Towers); (12) Where Is The Mathematics? (John Mason and Eric Muller); (13) The Arithmetic/Algebra Interface: Implications For Primary And Secondary Mathematics = Articulation Arithmétique/Algèbre: implications pour l'enseignement des mathématiques au primaire et au secondaire (Nadine Bednarz and Lesley) [Written in English and French]; (14) Images Of Undergraduate Mathematics (Miroslav Lovric and David Poole); (15) A Mathematics Curriculum Manifesto (Walter Whiteley and Brent Davis); (16) Learner Generated Examples (Nathalie Sinclair, Anne Watson, and Rina Zazkis); (17) Étude des pratiques d'enseignement (Jamie Pyper, Hassane Squalli, and Laurent Theis) [Written in English and French]; (18) Mathematics of Planet Earth 2013: Education and Communication = Mathématiques de la planète terre 2013: formation et communication (Doug Franks, Kathleen Pineau, and Walter Whiteley); (19) Indigenous Ways of Knowing in Mathematics (Lisa Lunney Borden and Florence Glanfield); (20) The Commonsense of Teaching (David Wheeler); (21) A Historical Perspective on Mathematics Education Research in Canada: The Emergence of a Community (Carolyn Kieran); (22) Lessons from the Past, Questions for the Future: Méditation sur thème impose (Roberta Mura) [Written in French]; (23) Building Thinking Classrooms: Conditions for Problem Solving (Peter Liljedahl); (24) Where Do I Want Students' Attention? And What Can I Do to Affect Their Attention? (David Hewitt); and (25) Measuring the Impact of a Mentor Program (A. J. Dawson). Individual papers contain references.

This monograph offers an overview of the current research work carried out in Croatia and the surrounding countries, and specifically an interesting insight in teaching and learning issues in these countries. The authors discuss the need of the general population for becoming good problem-solvers in society of today, which is characterised by rapid technological changes and economic development. They argue that modern teaching methods are therefore needed. From the contributions in this monograph, it appears that awareness of future teachers' beliefs and knowledge is present in the tertiary education. The studies investigate various aspects of pre-service and in-service teachers' characteristics, like beliefs, knowledge, digital competencies or using ICT in teaching. But the contributions also portray another picture: mathematics education is becoming accepted as a field of scientific research in this region. Although mathematics education research is a young scientific field, it has been recognised that changes in the curriculum and teaching practice should draw upon findings from well-established mathematics education studies. Therefore, in order to enhance mathematics teaching and learning in Croatia and the surrounding countries, there should exist continuous collaboration between communities of mathematics researchers and teacher practitioners, since one of many problems is how to make research results more usable in the classroom. This book contains the results of the research on teaching mathematics and examples of good practice provided by the scholars from the neighbouring countries Croatia, Bosnia and Herzegovina, Hungary, Romania, Slovenia and Sweden. The following chapters are presented in this monograph: (1) Understanding of mathematically gifted students' approaches to problem solving (Tatjana Hodnik Cadež, Vida Manfreda Kolar), (2) Contemporary methods of teaching mathematics--the discovering algorithm method. Algorithm for fraction division (Maja Cindric, Irena Mišurac), (3) Word problems in mathematics teaching (Edith Debrenti), (4) Graphical representations in teaching GCF and LCM (Karmelita Pjanic, Edin Lidan), (5) Mathematics + Computer Science = True (Anders Hast), (6) Discovering patterns of student behaviour in e-learning environment (Marijana Zekic-Sušac, Ivana Ðurdevic Babic), (7) Classification trees in detecting students' motivation for maths from their ICT and Facebook use (Ivana Ðurdevic Babic, Anita Marjanovic), (8) Using Moodle in teaching mathematics in Croatian education system (Josipa Matotek), (9) Future teachers' perception on the application of ICT in the process of assessment and feedback (Karolina Dobi Barišic), (10) Pass rates in mathematical courses: relationship with the state matura exams scores and high school grades (Dušan Mundar, Zlatko Erjavec), (11) Approaches to teaching mathematics in lower primary education (Sead Rešic, Ivana Kovacevic), (12) Issues in contemporary teaching of mathematics and teacher competencies (Zoran Horvat), (13) Teaching Mathematics in early education: current issues in classrooms (Ksenija Romstein, Stanislava Irovic, Mira Vego), (14) Preservice mathematics teachers' problem solving processes when working on two nonroutine geometry problems (Doris Dumicic Danilovic, Sanja Rukavina), (15) Tendencies in identifying geometric shapes observed in photos of real objects--case of students of primary education (Karmelita Pjanic, Sanela Nesimovic), (16) Visual mathematics and geometry, the "final" step: projective geometry through linear algebra (Emil Molnàr, Istvàn Prok and Jeno Szirmai), (17) Is any angle a right angle? (Vladimir Volenec), (18) An interesting analogy of Kimberling-Yff's problem (Zdenka Kolar-Begovic, Ružica Kolar- Šuper, Vladimir Volenec), (19) Pre-service teachers and statistics: an empirical study about attitudes and reasoning (Ljerka Jukic Matic, Ana Mirkovic Moguš, Marija Kristek), (20) Beliefs about mathematics and mathematics teaching of students in mathematics education programme at the Department of Mathematics, University of Zagreb (Aleksandra Cižmešija, Željka Milin Šipuš), (21) Self-reported creativity of primary school teachers and students of teacher studies in diverse domains, and implications of creativity relationships to teaching mathematics in the primary school (Željko Racki, Ana Katalenic, Željko Gregorovic), (22) How Croatian mathematics teachers organize their teaching in lower secondary classrooms: differences according to the initial education (Ljerka Jukic Matic, Dubravka Glasnovic Gracin), and (23) Structures of Croatian Mathematics Textbooks (Goran Trupcevic, Anda Valent). An index is included. Individual chapters contain references, tables, figures, and footnotes. The papers are written in English, and at the end of each paper is a summary on the original language of the author. [The following entities sponsored this work: Osijek--Baranja County, Osijek--City Government, Osijek Mathematical Society, Ministry of Science, Education and Sports of the Republic of Croatia, Tvornica reklama d.o.o., Osijek.]

This proceedings volume of InCoTEPD 2018 covers many ideas for handling a wide variety of challenging issues in the field of education. The outstanding ideas dealing with these issues result in innovation of the system. There are many innovation strategies resulting from recent research that are discussed in this book. These strategies will become the best starting points to solve current and future problems. This book provides an in-depth coverage of educational innovation developments with an emphasis on educational systems, formal or informal education strategies, learning models, and professional teachers. Indeed, those developments are very important to be explored for obtaining the right way of problem-solving. Providing many ideas from the theoretical foundation into the practice, this book is versatile and well organized for an appropriate audience in the field of education. It is an extremely useful reference for students, teachers, professors, practitioners, and government representatives in many countries. Following a preface, papers in these proceedings are divided into four sections and include the following: Section One, Education System, includes: (1) Integrating Knowledge and Skills-Based Curriculum in TT-TVET through a Blended and Embedded Model: An Innovative Approach at the Faculty of Technical and Vocational Education, (Universiti Tun Hussien Onn Malaysia 3 (A.R.A. Razzaq, M.H.B. Amiruddin, M.A. Rohiat & N.B. Razali); (2) The Effectiveness of Academic Supervision by School Principals 12 (S. Darmawanti & H. Usman); (3) The Performance of State Elementary School Supervisors 18 (R.S. Maulida & H. Usman); (4) Integrated Thematic Learning in the 2013 Curriculum: Implications for the Self-Confidence and Academic Achievement of Primary School Students 24 (U. Tisngati, C.A. Budiningsih & Sugiman); (5) The Effect of Technology Literacy and Learning Environment on Student Motivation in the Educational Revolution 4.0, 32 (A. Saputri Sukirno, H. Kurniawan & H.D. Hermawan); (6) Student Perceptions of Motivational Strategies Used by Junior High School English Teachers in Kota Yogyakarta 37 (G. Ambarini & Ashadi); (7) Study on Graduate Competence in Air-Conditioning Skills at Senior High School with Relation to Job Market Competencies 45 (S. Haryadi); (8) Elementary Students' Performance in Mathematical Reasoning 52 (N. Andrijati, D. Mardapi & H. Retnawati); and (9) Evaluation Model of the Implementation of a Quality Management System of Electrical Skills in Vocational High School 59 (I.G.B. Mahendra & G. Wiyono). Section Two, Formal and Informal Education, contains: (10) Strengthening Character Education through the Local Wisdom: Indonesian Folklore 69 (T.A. Rini & P. Mahanani); (11) Forming Young Citizen Characters through Youth organizations in Indonesia 77 (Wellyana & Marzuki); and (12) Revitalization in Vocational Training Centers for Improving the Quality of Human Resources 82 ( I.A. Manalu & R. Asnawi). Section Three, Learning Models, contains the Following Papers: (13) Theatrical Stage of Technology and Humans in relation to Education 91 (T. Öztürk); (14) Improving Students' Critical Thinking Abilities in Probability Problems through Problem Based Learning 97 (Rauzah & Kusnandi); (15) Cultural Map Media as an Innovation to Overcome Cognitive Learning Difficulties in Social Studies at Elementary School 104 (L. Fatmawati, V.Y. Erviana, D. Hermawati, I. Maryani, M.N. Wangid & A. Mustadi); (16) Learning Innovations in Citizenship Education for Strengthening Digital and Ecological Citizenship 113 (K.E.R. Marsudi & S. Sunarso); (17) Needs Analysis for an Electronic Module (e-module) in Vocational Schools 122 (S. Oksa & S. Soenarto); (18) Analysis of Students' Learning Readiness in Terms of Their Interest and Motivation in Achieving Students' Critical Thinking Skills 129 (R. Putri & A. Ghufron); (19) Study on a Test Scoring System for Vocational Secondary Schools Using Computerized Adaptive Testing (CAT) 135 (F.P. Marsyaly & S. Hadi); and (20) Implementation of Basic Graphic Design Learning Skills Competence of Multimedia in SMK Muhammadiyah Wonosari 141 (L.F.A.N.F. Albana & Sujarwo). Section Four, Professional Teacher, contains the following papers: (21) Developing Video-Based Learning Resources for Music Teachers in Singapore 151 (A. Bautista, S.L. Chua, J. Wong & C. Tan); (22) Teacher-Student Communication Style and Bullying Behavior: Sociometry Evaluation 159 (I. Sholekhah, S. Indartono & D.W. Guntoro); (23) Analysis of Students' Mistakes in solving Algebra Word Problems Using the Newman Procedure 168 (R. Keumalasari & Turmudi); (24) Lesson Study as an Alternative for Teacher Creativity Development in Reflecting and Improving the Quality of Learning of the Indonesian Language 174 (R.W. Eriyanti); (25) Lesson Study to Improve Teacher Creativity in Solving Problems of Mathematics Learning 179 (Y.M. Cholily); (26) Mapping the Innovation of Professional Learning Communities (PLC) in Primary Schools: A Review 184 (P.S. Cholifah & H.I. Oktaviani); (27) Implementation of Snowball Drilling Learning Model on Discrete Mathematics to Improve Student's Independence and Learning Outcomes 190 (L. Novamizanti); (28) What Lecturers Know about Their Role as an Agent of Learning: Levels of Innovativeness in the Learning Process 197 (A. Ghufron); (29) Development and Quality Analysis of a Learning Media Electrical Motor Installation on the Android Platform, for Vocational Students 201 (B.N. Setyanto & H. Jati); (30) The Readiness of Vocational Secondary Schools on Forming Working Characteristics for Industry 4.0 209 (H. Mulyani & I.W. Djatmiko); (31) The Assessment Model for Competency Certification Tests 216 (W. Ramadani & D.L.B. Taruno); (32) Contribution of a Teacher Competency Test to Identifying Teacher Performance in Vocational High Schools 223 (U. Nursusanto & N. Yuniarti); (33) Performance in Innovative Teacher Professional Development (TPD) in Indonesia: Does Gender Matter? 231 (Wuryaningsih, M. Darwin, D.H. Susilastuti & A.C. Pierewan); (34) Needs Identification of Learning Media for People with Disabilities 237 (Rizalulhaq & R. Asnawi); and (35) Implementing Gamification to Improve Students' Financial Skills in Business and Management Vocational Schools 242 (Sukirno, E.M. Sagoro, L.N. Hidayati, Purwanto & D.A.Y Wastari). An author Index is also included.

As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. Licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience. This course, Education 590 Culminating Experience, requires the student to implement an action research plan designed through (a) the Education 500 Introduction to Inquiry course, (b) one of the two learning assessments required during student teaching, or (c) a newly-designed project not used as one of the learning assessments. With funding through a UTC Teaching, Learning, and Technology Faculty Fellows award, the Education 590 course is conducted through the use of an online, course management system (Blackboard Learning System Release 6), allowing for asynchronous discussion and use of the digital drop box feature for submitting required papers. The course syllabus for Education 590 Culminating Experience is presented in the next section, followed by action research projects from fall semester 2005. The following papers are included in this document: (1) Parental Involvement in Algebra 1 Homework and Its Effects on Gateway--Algebra Scores (Jonathan Adcock); (2) Teaching Grammar to Eighth Graders: Cooperative Learning and Direct Instruction (George Thomas Allen); (3) The Loss of Instruction Time Due to Behavior: Case Study (Larry Bullington); (4) Toward a Pedagogical Approach to Using PLATO Learning[c] in Sixth Grade Math: Determining Effectiveness between Teaching Methods (Tim Childers); (5) Using Accelerated Reading as a Motivator in the Classroom (John Franks); (6) Effects of Preschool on Student's Performance in Kindergarten (Christina Lawson); (7) Teacher-Centered Versus Student-Centered: Which Teaching Strategy Is the Most Effective in a Middle School Science Classroom? (Amy LeValley); (8) Grouping Strategy Effects on Literacy Achievement of Low Performing Elementary Students (Tamera L. Maroukis); (9) Concrete Thinkers in an Abstract Class: The Search for an Exercise to Improve Poetry Comprehension and Creation (Susan Morrison); (10) Evaluation of a Pre-Test and Post-Test for a Nocturnal Animals Unit (Melanie Oliver); (11) The Effects of Journaling on Communicating about and Understanding Visual Art (Carrie Pendegrass); (12) Athletics and Academic Achievement: How Are They Related? (Jason Scott); and (13) The Loss of Student Motivation: An Inquiry Project (Dana Wilson). (Individual papers contain references.) [Abstract modified to meet ERIC guidelines.]

It has long been thought that the United States education system is the great equalizer, lifting less advantaged children out of poverty and improving their chances for success in adulthood. The opportunity for economic and social mobility depends heavily, however, on access to high quality education. Recent research has raised concerns about degradation in the quality of schools serving higher-poverty neighborhoods: The achievement gap between low- and high-poverty students appears to have widened over the last quarter century (Reardon, 2011). In response to these concerns, federal, state, and local officials have enacted countless education reforms to improve the outcomes of low-income students. This dissertation examines two of those reforms to better understand how and if they are working. The first paper focuses on California's state education accountability reform, which allowed the state to identify low-performing schools and target improvement efforts. The paper concentrates on a previously unstudied potential consequence of the reform: Whether the information on school academic performance, which had been previously unavailable, enabled voters to hold local leadership accountable. The second and third papers assess a comprehensive reform to improve teacher and principal talent in high-poverty, low-performing schools. While the reform has various components, its main features are recruitment, retention, and performance bonuses for teachers and principals in schools with a greater concentration of high-poverty students. The third paper expands on these findings by exploring whether improving the talent within a school has an effect on student outcomes. Results suggest that while the program was not effective during the first three years of implementation, in the fourth year it shifted student performance by 0.28 standard deviations. Papers included: (1) Does Information Change Voter Behavior? An Analysis of California's School Board Elections; (2) Can recruitment and retention bonuses attract teachers to low performing schools? Evidence from a policy intervention in North Carolina; and (3) Can principal and teacher bonuses improve student achievement? Evidence from a policy intervention in North Carolina.

Purpose: The purpose of this scientific monograph is to show new and creative approaches to different school subjects in primary and secondary level. Methodology: Interdisciplinary and international comparative approaches were used. Now according to the 7th Framework Program, the preferred form of Science Education (www.scientix.eu) is preferred inquiry-based learning. Chapters in the monograph bring a lot of different kinds of motivation for teachers in practise. Results: Results indicate that using constructivist and inquiry-based learning methods bring positive results in motivation and development of key competencies by pupils in primary and secondary level. Conclusions: Results show that pupils who are working in groups and led by teachers as managers of theirs own activities have better results than pupils led in transmissive form. Recommendations: Educators need to increase their knowledge of the effects of constructivist teaching to pupils and need international and interdisciplinary exchange of best practices. Additional data: Monograph was supported by Erasmus Intensive Program. [Contents of this monograph are as follows: (1) Some Interactive Elementary Mathematics Lessons (Edith Debrenti); (2) Origami and Mathematics (Asuman Duatepe Paksu); (3) New Inequalities in Higher Education: Pre-Service Teachers in Partium Region (Agnes Reka Dusa and Edina Kovacs); (4) Instructional Software with Focus on Instructional Games in Mathematics and Chemistry Education (Pavla Hanzalova and Katerina Chroustova); (5) On a Method Solving Some Mathematical Problems Using Quantifier Elimination (Lukas Honzik); (6) Importance of Narration in Primary Education (Zuzana Chanasova); (7) Use of Educational Software for Mathematics and Computer Science (Jan Guncaga, Janka Majherova, and Hedviga Palasthy); (8) Education in Smart Cities (Sevinc Gulsecen, Serra Celik, Sebnem Ozdemir, Tuba Ugras, and Mustafa Ozcan); (9) Education of the Pupil for Life in the Complex Society and the Role of the Teacher in this Process (Giuseppi Mari); (10) Curricula and Values in Teacher Training (Silvia Matusova); (11) Introduction to Computer Animation and Its Possible Educational Applications (Sajid Musa, Rushan Ziatdinov, Carol Griffiths); (12) Pedagogical Training from the Pre-Service Teachers' Point of View at the University of Debrecen--A Pilot Research (Zoltan Nagy, Krisztina Banoczki, Eszter Gerjak, Daniel Karai, Jozsef Katona, Edina Malmos, and Eva Fruzsina Racz; (13) Sprachliche Attituden der Slowaken in Sudostungarn--Einfluss zum Schulwesen (Sandor Janos Toth); and (14) Science Education--Formal versus Informal Education (Zuzana Vaclavikova). [Individual papers contain bibliographies.]

This book contains 22 papers that are designed to situate research and practice in adults learning mathematics within the wider field of lifelong learning and lifelong education. The following papers are included: "Introduction" (Diana Coben, Gail E. FitzSimons, John O'Donoghue); "Review of Research on Adults Learning Mathematics" (Diana Coben); "Section I: Perspectives on Research on Adults Learning Mathematics" (Gail E. FitzSimmons, Gail L. Godden); "Mathematics or Common Sense? Researching 'Invisible' Mathematics through Adults' Mathematics Life Histories" (Diana Coben); "Researching Adults' Knowledge through Piagetian Clinical Exploration--The Case of Domestic Work" (Juan Carlos Llorente); "Understanding Their Thinking: The Tension Between the Cognitive and the Affective" (Janet Duffin, Adrian Simpson); "Section II: Adults, Mathematics, Culture, and Society" (John O'Donoghue); "Mathematics: Certainty in an Uncertain World?" (Roseanne Benn); "Ethnomathematics and Political Struggles" (Gelsa Knijnik); "Statistical Literacy: Conceptual and Instructional Issues" (Iddo Gal); "The Roles of Feelings and Logic and Their Interaction in the Solution of Everyday Problems" (Dhamma Colwell); "Section III: Adults, Mathematics and Work" (Gail E. FitzSimons); "Women, Mathematics and Work" (Mary Harris); "Technology, Competences, and Mathematics" (Tine Wedege); "Mathematics and the Vocational Education and Training System" (Gail E. FitzSimons); "Section IV: Perspectives in Teaching Adults Mathematics" (John O'Donoghue); "Algebra for Adult Students: The Student Voices" (Katherine Safford); "Exploration and Modelling in a University Mathematics Course: Perceptions of Adult Students" (Barbara J. Miller-Reilly); "Assessing Numeracy" (John O'Donoghue); "Adult Mathematics and Everyday Life: Building Bridges and Facilitating Learning 'Transfer'" (Jeff Evans); "Teaching 'Not Less Than Maths, but More': An Overview of Recent Developments in Adult Numeracy Teacher Development in England--With a Sidelong Glance at Australia" (Diana Coben, Noyona Chanda); and "Postscript: Some Thoughts on Paulo Freire's Legacy for Adults Learning Mathematics" (Diana Coben). Most papers include substantial bibliographies. (MN)

This 1998 yearbook aims to stimulate and answer questions that all educators of mathematics need to consider to adapt school mathematics for the 21st century. The papers included in this book cover a wide variety of topics, including student-invented algorithms, the assessment of such algorithms, algorithms from history and other cultures, ways that algorithms grow and change, and the importance of algorithms in a technological world. Chapters include: (1) "Whither Algorithms? Mathematics Educators Express Their Views" (Lorna J. Morrow); (2) "Paper-and-Pencil Algorithms in a Calculator-and-Computer Age" (Zalman Usiskin); (3) "What Is an Algorithm? What Is an Answer?" (Stephen B. Maurer); (4) "Algorithmic and Recursive Thinking: Current Beliefs and Their Implications for the Future" (Tabitha T.Y. Mingus and Richard M. Grassl); (5) "Teaching Mental Algorithms Constructively" (Alistair McIntosh); (6) "What Criteria for Student-Invented Algorithms?" (Patricia F. Campbell, Thomas E. Rowan, and Anna R. Suarez); (7) "The Importance of Algorithms in Performance-Based Assessments" (Dominic Peressini and Eric Knuth); (8) "A Brief History of Algorithms in Mathematics" (Janet Heine Barnett); (9) "Understanding Algorithms from Their History" (Barnabas Hughes); (10) "An Exploration of the Russian Peasant Method of Multiplication" (Laura Sgroi); (11) "Hammurabi's Calculator" (Clifford Wagner); (12) "Capsule Lessons in Alternative Algorithms for the Classroom" (Diane E. Mason); (13) "Historical Algorithms: Sources for Student Projects" (Rheta N. Rubenstein); (14)"Alternative Algorithms for Whole-Number Operations" (William M. Carroll and Denise Porter); (15) "My Family Taught Me This Way" (Pilar Ron); (16) "Calculators in Primary Mathematics: Exploring Number Before Teaching Algorithms" (Susie Groves and Kaye Stacey); (17) "The Harmful Effects of Algorithms in Grades 1-4" (Constance Kamii and Ann Dominick); (18) "A Contextual Investigation of Three-Digit Addition and Subtraction" (Kay McClain, Paul Cobb, and Janet Bowers); (19) "Children's Invented Algorithms for Multidigit Multiplication Problems" (Jae-Meen Baek); (20) "The 'Write' Way To Mathematical Understanding" (David J. Whitin and Phyllis E. Whitin); (21) "Letting Fraction Algorithms Emerge through Problem Solving" (DeAnn Huinker); (22) "Developing Algorithms for Adding and Subtracting Fractions" (Glenda Lappan and Mary K. Bouck); (23) "A Constructed Algorithm for the Division of Fractions" (Janet Sharp); (24) "Dividing Fractions by Using the Ratio Table" (Jonathan L. Brendefur and Ruth C. Pitingoro); (25) "Teaching Statistics: What's Average?" (Susan N. Friel); (26) "Algorithms for Solving Nonroutine Mathematical Problems" (Jinfa Cai and Connie Laughlin); (27) "Algebra and Technology" (Ann Bruner, Kathy Coskey, and Sharon K. Sheehan); (28) "A New Look at an Old Algorithm: The Semiaverage Line" (Michael McNamara); (29) "Random-Number Generators: A Mysterious Use of Algorithms" (Stephanie O. Robinson and Donald J. Dessart); (30) "Algorithmic Problem Solving in Discrete Mathematics" (Eric W. Hart); (31) "The Traveling Salesperson: Some Algorithms Are Different" (Lowell Leake); and (32) "Using Algorithms To Generate Objects of Mathematical Interest" (Elaine Simmt). (ASK)

This monograph presents a collection of papers that focus on excellence in teacher education and examine questions which are critical to the reform of curriculum and pedagogy. The 10 chapters are: (1) "Using a Multi-Dimensional Web Site for Physics Instruction" (James P. Downing and Ruwang Sung); (2) "College Algebra Reform: Documenting Student Attitudes and Performance" (Kelly Chappell and Darel Hardy); (3) "A Method for Increasing Scientific Literacy in Non-Majors Science Courses" (Karen Wardle); (4) "Math and Science Education Reform: A Community College Perspective" (Susan Hobson-Panico, Bill Hoard, and Chris Romero); (5) "Investigating the Role of Standards-Based Education in a Pre-Service Secondary Math Methods Course" (Lawrence M. Lesser); (6) "Meeting the Challenges of Diversity in a Context of Reform" (Nancy Hartley, Marta Cruz-Janzen, Kevin Oltjenbruns, and Jeff Farmer); (7) "Lecture? Group Work? Activities and Case Studies? A Search for Balance" (Roberta Smilnak, Steve Williams, and Betsy Forrest); (8) "The Genesis of Change: Teacher Preparation to Promote Implementation of Multicultural Math" (JoLean Ruggles, Marilyn J. Taylor, and Jeff Buck); (9) "Teaching Physics in an Experiential Learning Studio Environment" (Sanford Kern); and (10) "Chemistry Reform Takes Root in University Setting" (Thomas C. Pentecost). (Each chapter contains references.) (SM)

This book brings together papers by scholars from around the globe on the historiography and history of mathematics and their integration with mathematical pedagogy. Of the three articles in Part 1, "Historiography and Sources", one identifies research trends in the history of mathematics, the second discusses the centrality of problems, and the third uses drama to recreate moments of mathematical discovery. Part 2, "Historical Studies: From Antiquity to the Scientific Revolution" and "From the Scientific Revolution to the Present", offers a range of scholarship in the history of mathematics, including mathematics education, from antiquity to the present. Part 3, listed under two titles: "Integration of History with Mathematics Teaching: Fundamentals and Selected Cases" and"Origins and Teaching of Calculus," includes papers on the topics of reasons to include the history of mathematics in mathematics education, Ethnomathematics, networks for sharing historical mathematics information, and a mathematics history course. (MKR)

Integrating mathematics with other disciplines is an important issue for mathematics education. Writing is one such discipline that can be usefully integrated with mathematics instruction. This collection of essays on the use of writing to teach mathematics is an outgrowth of sessions of contributed papers presented at the 1988 and 1989 Annual Meetings of the Mathematical Association of America (MAA). The essays in this collection offer specific suggestions for beginning writing programs and routine matters such as grading, correcting grammar, and the importance of rewriting. Several essays describe student reaction to writing in mathematics class and how to involve students in reviewing and grading the work of others. Chapters include: (1) "Mathematicians Write: Mathematics Students Should, Too" (Ann K. Stehney); (2) "Writing for Educational Objectives in a Calculus Course" (Sandra Z. Keith); (3) "Writing in Mathematics: A Plethora of Possibilities" (Timothy Sipka); (4) "A Reply To Questions from Mathematics Colleagues on Writing Across the Curriculum" (Emelie Kenney); (5) "Writing in Mathematics at Swarthmore: PDCs" (Stephen B. Maurer); (6) A Writing Program and Its Lesson for Mathematicians" (Ann K. Stehney); (7) "Writing in the Math Classroom: Math in the Writing Class (Or How I Spent My Summer Vacation)" (Thomas W. Rishel); (8) "A Writing Intensive Mathematics Course" (Arthur T. White); (9) "Writing, Teaching, and Learning in Mathematics: One Set of Experiences" (Richard J. Maher); (10) "Technical Writing for Mathematics Projects" (J. Douglas Faires and Charles A. Nelson); (11) "But This Is Not an English Class" (Andre Michelle Lubecke); (12) "You Can and Should Get Your Students To Write in Sentences" (Melvin Henriksen); (13) "Three R's for Mathematics Papers--'Riting, Refereeing, and Rewriting" (Thomas Q. Sibley); (14) "Attempting Mathematics in a Meaningless Language" (Martha B. Burton); (15) "Using Expressive Writing To Support Mathematics Instruction: Benefits for the Student, Teacher, and Classroom" (Barbara Rose); (16) "Rewriting Our Stories of Mathematics" (Linda Brandau); (17) "Writing in Mathematics: A Vehicle for Development and Empowerment" (Dorothy Buerk); (18) "Two Perspectives on a Writing Intensive Course in Operations Research" (Mary Margaret Hart McDonald and Coreen Mett); (19) "A Writing Fellows Program Meets an Abstract Algebra Class: The Instructor's and the Fellow's Perspective" (John O. Kiltinen and Lisa M. Mansfield); (20) "Writing Abstracts as a Means of Review" (David G. Hartz); (21) "Journals and Essay Examinations in Undergraduate Mathematics" (Gary L. Britton); (22) "Weekly Journal Entries--An Effective Tool for Teaching Mathematics" (Louis A. Talman); (23) "Writing Assignments and Course Content" (Joanne E. Snow); (24) "Library and Writing Assignments in an Introductory Calculus Class" (John R. Stoughton); (25) "Teaching Mathematics within the Writing Curriculum" (David T. Burkam); (26) "Writing about Proof" (Keith Hirst); (27) "Using Writing To Improve Student Learning of Statistics" (Robert W. Hayden); (28) "Integrating Writing into the History of Mathematics" (Dorothy Goldberg); (29) "Writing To Learn and Communicate Mathematics: An Assignment in Abstract Algebra" (Anne E. Brown); (30) "Writing in a Non-Euclidean Geometry Course" (Richard S. Millman); and (31) "The Essay as a Cognitive Map" (James V. Rauff). (ASK)

This collection of four papers deals with problem solving and the measurement of problem solving. "Climbing Up the Competence Ladder: Some Thoughts on Meaningful Assessment of Problem-Solving Tasks in the Classroom" by K. C. Cheung uses the metaphor of a competence ladder to represent the problem-solving continuum with progressive qualitative bands. "A Bane or a Boon?: Meaningful Assessment of Problem-Solving Activities in the Classroom" by K. C. Cheung and L. C. Mooi explores different ways of assessing problem-solving activities and describes a conceptual framework for problem-solving processes. ""On Meaningful Measurement: Stages of Lower Secondary Pupils' Abilities in Solving Algebra Word Problems" by W. F. Loh and K. C. Cheung outlines the critical steps experienced by 130 eighth-graders in Singapore in solving word problems and explains how these activities could be assessed. "On Meaningful Measurement: Metacognition and Hierarchical Modelling of Errors in Algebra Word Problems" by K. C. Cheung and W. F. Loh analyzes the main types of errors made by 130 eighth-graders at different performance levels. A 43-item list of references is included. An appendix contains the algebra test from the fourth study. (SLD)

Mathematics is often portrayed as an "abstract" cerebral subject, beyond the reach of many. In response, research with digital technology has led to innovative design in which mathematics can be experienced much like everyday phenomena. This lecture examines how careful design can "phenomenalise" mathematics and support not only engagement but also focus on key ideas. It argues that mathematical knowledge gained in this way prioritises the powerful reasons for doing mathematics, imbuing it with a sort of utility and offering learners hooks on which they can gradually develop fluency and connected understanding. Dave Pratt illustrates this lecture with examples taken from conventional topics such as number, algebra, geometry and statistics and from novel situations where mathematical methods are juxtaposed with social values. The suggestion that prioritising utility supports a more natural way of learning mathematics emerges directly from constructionist pedagogy and inferentialist philosophy.

This book contributes to a growing body of research relevant to efforts to make algebra an integral part of early mathematics instruction, an area of studies that has come to be known as Early Algebra. It provides both a rationale for promoting algebraic reasoning in the elementary school curriculum and empirical data to support it. The authors regard Early Algebra not as accelerated instruction but as an approach to existing topics in the early mathematics curriculum that highlights their algebraic character. Each chapter shows young learners engaged in mathematics tasks where there has been a shift away from computations on specific amounts toward thinking about relations and functional dependencies. The authors show how young learners attempt to work with mathematical generalizations before they have learned formal algebraic notation. The book, suitable as a text in undergraduate or graduate mathematics education courses, includes a CD-ROM with additional text and video footage on how students reason about addition and subtraction as functions; on how students understand multiplication when it is presented as a function; and on how children use notations in algebraic problems involving fractions. These three video papers (written text with embedded video footage) present relevant discussions that help identify students' mathematical reasoning. The printed text in the book includes transcriptions of the video episodes in the CD-ROM. "Bringing Out the Algebraic Character of Arithmetic" is aimed at researchers, practitioners, curriculum developers, policy makers and graduate students across the mathematics education community who wish to understand how young learners deal with algebra before they have learned about algebraic notation. Following a preface, Rethinking Early Mathematics Education: Interpreting Research about Learning Algebra, this book in divided into two parts. Part I, Interview Studies, presents the first two chapters of the book: (1) Young Children's Understanding of Equivalences; and (2) Can Young Students Solve Equations? Part II, Classroom Studies, then presents chapters: (3) Addition Operations as Functions; (4) From Quantities to Ratio, Functions, and Algebraic Notation; (5) On Children's Written Notation to Solve Problems; and (6) Discussion.

The goal of this book is to help students make sense of mathematics and become confident in their ability to do so. Section 1: "Foundations of Teaching Mathematics," includes chapters entitled: (1) "Teaching Mathematics: Reflections and Directions"; (2) "Exploring What It Means to Do Mathematics"; (3) "Developing Understanding in Mathematics"; (4) "Teaching through Problem Solving"; and (5) "Building Assessment into Instruction." Section 2: "Development of Mathematical Concepts and Procedures"; (6) "Developing Number Concepts and Number Sense"; (7) "Developing Meanings for the Operations"; (8) "Helping Children Master the Basic Facts"; (9) "Whole-Number Place-Value Development"; (10) "Mental Computation and Estimation"; (11) "Pencil-and-Paper Computation with Whole Numbers"; (12)"Developing Fraction Concepts"; (13) "Computation with Fractions"; (14) "Decimal and Percent Concepts and Decimal Computation"; (15) "Developing Concepts of Ratio and Proportion"; (16) "Developing Measurement Concepts"; (17) "Geometric Thinking and Geometric Concepts"; (18) "Logical Reasoning: Attribute and Pattern Activities"; (19) "Exploring Concepts of Probability and Statistics"; (20) "Preparing for Algebra"; and (21) "Functions and Variables." Section 3 includes chapters entitled (22) "Planning for Effective Instruction"; (23) "Teaching All Children Mathematics"; and (24) "Technology and School Mathematics." Includes Appendix A: Curriculum and Evaluation Standards for School Mathematics, Appendix B: Professional Standards for Teaching Mathematics. (Contains 426 references, an index and Blackline Masters and Materials Construction Tips.) (LH)

The fundamentals of algebra and algebraic thinking should be a part of the background of all citizens in society. The vast increase in the use of technology requires that school mathematics ensure the teaching of algebraic thinking as well as its use at both the elementary and secondary school levels. Algebra is a universal theme that runs through all of mathematics, and it is a tool required by nearly all aspects of the economy. Many businesses and industries are requiring higher levels of thinking of their employees. This book is a set of essays, each pertaining to a specific aspect of the need to teach the fundamentals of algebra to the entire population. The following papers are included: (1) "The Problem, The Issues That Speak to Change" (Dene R. Lawson); (2) "Prior Experiences" (Hilde Howden); (3) "The Transition from Arithmetic to Algebra" (Richard Lodholz); (4) "Enhancing the Maintenance of Skills" (David J. Glatzer and Glenda Lappan); (5) "Teacher Expectations of Students Enrolled in an Algebra Course" (Ross Taylor); (6) "Instructional Strategies and Delivery Systems" (Franklin D. Demana and Bert K. Waits); and (7) "Communicating the Importance of Algebra to Students" (Paul Christmas and James T. Fey). An annotated listing of resources includes the topics of expectations, equity, learning styles, cooperative learning, practices and programs, funding sources, instructional materials, manipulatives, and computer software. (CW)

Historians distinguish between primary and secondary or even ternary sources. A primary source for, say, a biography would be a birth or death record, personal letters, handwritten drafts of papers by the subject of the biography, or even a published paper by the subject. A secondary source could be a biography written by someone who had examined the primary sources, or a non-photographic copy of a primary source. Ternary sources are things pieced together from secondary sources—encyclopædia or other survey articles, term papers, etc.1 The historian's preference is for primary sources. The further removed from the primary, the less reliable the source: errors are made and propagated in copying; editing and summarising can omit relevant details, and replace facts by interpretations; and speculation becomes established fact even though there is no evidence supporting the "fact".2 [ABSTRACT FROM AUTHOR]

In this paper, a new moving objects database model, Route-based model for Moving Objects on Dynamic Transportation Networks (RMODTN), is proposed which is suited for dealing with the interrelationship between moving objects and the underlying transportation networks. The data model is given as a collection of data types and operations which can be plugged into a DBMS to obtain a complete data model and query language. Besides, an index framework for network-constrained moving objects is provided, which can deal with the full dynamic trajectories of network-constrained moving objects so that the queries on the whole life span of the moving objects can be efficiently supported. To evaluate the performance of the proposed methods, we have implemented RMODTN on PostgreSQL and conducted a series of experiments. The experimental results show quite satisfying query processing performances. [ABSTRACT FROM AUTHOR]

The essential properties of the roots of complex semisimple Lie algebras may be captured in the idea of an abstract ‘root system'. In this chapter, we shall develop the basic theory of root systems. Our eventual aim, achieved in Chapters 13 and 14, will be to use root systems to classify the complex semisimple Lie algebras. Root systems have since been discovered to be important in many other areas of mathematics, so while this is probably your first encounter with root systems, it may well not be your last! In MathSciNet, the main database for research papers in mathematics, there are, at the time of writing, 297 papers whose title contains the words ‘root system', and many thousands more in which root systems are mentioned in the text. [ABSTRACT FROM AUTHOR]

In previous work, we proposed an algebra whose operators allow to specify the valid compound terms of a faceted taxonomy, in a flexible manner (by combining positive and negative statements). In this paper, we treat the same problem but in a more general setting, where the facet taxonomies are not independent but are (possibly) interrelated through narrower/broader relationships between their terms. The proposed algebra, called Interrelated Facet Composition Algebra (IFCA), is more powerful, as the valid compound terms of a faceted taxonomy can be derived through a smaller set of declared valid and/or invalid compound terms. An optimized (w.r.t. the naive approach) algorithm that checks compound term validity, according to a well-formed IFCA expression, and its worst-time complexity are provided. [ABSTRACT FROM AUTHOR]

The ER model is arguably today΄s most widely accepted basis for the conceptual specification of information systems. A further common practice is to use the Relational Model at an intermediate logical stage, in order to adequately prepare for physical implementation. Although the Relational Model still works well in contexts relying on standard databases, it imposes certain restrictions, not inherent in ER specifications, which make it less suitable in Web environments. This paper proposes frames as an alternative to move from ER specifications to logical stage modelling, and treats frames as an abstract data type equipped with a Frame Manipulation Algebra (FMA). It is argued that frames, with a long tradition in AI applications, are able to accommodate the irregularities of semi-structured data, and that frame-sets generalize relational tables, allowing to drop the strict homogeneity requirement. A prototype logic-programming tool has been developed to experiment with FMA. Examples are included to help describe the use of the operators. [ABSTRACT FROM AUTHOR]

This paper describes our method of pairing automorphic distributions.We present a third technique for obtaining the analytic properties of automorphic L-functions, in addition to the existing methods of integral representations (Rankin-Selberg) and Fourier coefficients of Eisenstein series (Langlands-Shahidi). We recently used this technique to establish new cases of the full analytic continuation of the exterior square L-functions. The paper here gives an exposition of our method in two special, yet representative cases: the Rankin-Selberg tensor product L-functions for PGL(2,Z)∖PGL(2,R), as well as for the exterior square L-functions for GL(4,Z)∖GL(4,R). [ABSTRACT FROM AUTHOR]

The objective of this paper is to study how algorithms of optimization affect the parametersestimation of Autoregressive AR(1)Models. In our research we have represented the AR(1) models in linear state space form and applied the Kalman Filters to estimate the different unknown parameters of the model. Many methods have been proposed by researchers for the estimation of the parameters in the case of the linear state space models. In our work we have emphasized on the estimation through the Maximum Likelihood (ML). Statisticians have used many algorithms to optimise the likelihood function and they have proposed many filters; publishing their results in many papers. In spite of the fact that this field is so extended, we have emphasized our study in the financial field. Two quasi-Newton algorithms: Berndt, Hall, Hall, and Hausman (BHHH) and Broyden-Fletcher-Goldfarb-Shanno (BFGS), and the Expectation-Maximization (EM) algorithm have been chosen for this study. A practical study of these algorithms applied to the maximization of likelihood by means of the Kalman Filter have been done. The results are focused on efficiency in time of computation and precision of the unknown parameters estimation. A simulation study has been carried out, using as true values the parameters of this model published in the literature, in order to test the efficiency and precision of our implemented algorithms. [ABSTRACT FROM AUTHOR]

Algebras, the last of the major algebraic objects in this book, are rings with a compatible vector space or module structure. Interest in algebras began with Hamilton's construction of the quaternions [1843] and Benjamin Peirce's paper Linear Associative Algebras [1864]. Algebras are fundamental to algebraic geometry and to the study of group representations (see Chapters VII and IX). [ABSTRACT FROM AUTHOR]

In this paper we look at a way of combining two or more different classification methods for text categorization. The specific methods we have been experimenting with in our group include the Support Vector Machine, kNN (nearest neighbours), kNN model-based approach (kNNM), and Rocchio methods. Then we describe our method for combining the classifiers. A previous study suggested that the combination of the best and the second best classifiers using evidential operations [1] can achieve better performance than other combinations. We assess some aspects of this from an evidential reasoning perspective and suggest a refinement of the approach. [ABSTRACT FROM AUTHOR]

In a 1996 paper, Andrew Sommese and Charles Wampler began developing a new area, “Numerical Algebraic Geometry”, which would bear the same relation to “Algebraic Geometry” that “Numerical Linear Algebra” bears to “Linear Algebra”. To approximate all isolated solutions of polynomial systems, numerical path following techniques have been proven reliable and efficient during the past two decades. In the nineties, homotopy methods were developed to exploit special structures of the polynomial system, in particular its sparsity. For sparse systems, the roots are counted by the mixed volume of the Newton polytopes and computed by means of polyhedral homotopies. In Numerical Algebraic Geometry we apply and integrate homotopy continuation methods to describe solution components of polynomial systems. In particular, our algorithms extend beyond just finding isolated solutions to also find all positive dimensional solution sets of polynomial systems and to decompose these into irreducible components. These methods can be considered as symbolic-numeric, or perhaps rather as numeric-symbolic, since numerical methods are applied to find integer results, such as the dimension and degree of solution components, and via interpolation, to produce symbolic results in the form of equations describing the irreducible components. Applications from mechanical engineering motivated the development of Numerical Algebraic Geometry. The performance of our software on several test problems illustrates the effectiveness of the new methods. [ABSTRACT FROM AUTHOR]

The article presents a paper whose main goal is to describe the higher Chow groups of varieties over an algebraically closed field introduced by author S. Bloch to etale cohomology. According to the author, they followed the approach recommended by the author during the Lumini conference on algebraic K-theory in 1987. He mentioned the fact that a priori higher Chow are not defined as singular homology of a sheaf.

Since their inception [186] in 1990, a substantial volume of literature on Pythagorean—hodograph curves has accumulated — the bibliography includes over 80 papers concerned with elucidating the basic theory of PH curves, their extensions and generalizations, algorithms for their construction and analysis, and their applications in computer—aided design and manufacturing, robotics, motion control, graphics and animation, and related fields. Nevertheless, many problems merit further study, and research on PH curves remains very active. A forthcoming special issue of Computer Aided Geometric Design is devoted to the theme "Pythagorean—hodograph curves and related topics." [ABSTRACT FROM AUTHOR]

Automata theory has proved to be a cornerstone in theoretical computer science since last couple of decades. It is playing an important role in modeling behavior of complex systems. The algebraic automaton which is an advanced form of automata, having properties and structures from algebraic theory, is emerging with several modern applications. Optimization of logic based programs, design and development of model checkers are couple of examples of it. Design of a complex system not only requires the functionality but it also needs to capture its control behavior. Z notation is an ideal specification language used for describing state space of a system and operations over it. Consequently, an integration of algebraic automata and Z will be an effective tool for modeling purposes. In this paper, we have established a relationship between few fundamentals of algebraic automata and Z notation. At first, some important concepts of automata are transformed to Z notation. Then, we have given a formal construction of algebraic automata. Next, fundamental concepts of algebraic automata, for example, monoid, semi-group and group are formalized and refined. Finally, an important notion of homomorphism for verifying similarity between algebraic structures is described. Formal specification of this linkage is analyzed and validated using Z/EVES tool. [ABSTRACT FROM AUTHOR]

Multi-spinner is used in Photoresist process of semiconductor manufacturing. Photoresist process is the process of wafer deposal including wafer cleaning, surface treatment, Photoresist spread and Soft Baking. Though each successful process of this Multi-spinner equipment works by moving wafer, if optical scheduling applied to improve transfer path, it increases the volume of produced semiconductors. The main concern of paper is to optimize scheduling method using artificial neural network to solve scheduling problem of each processes of Multi-spinner. The effectiveness of optical scheduling is proved by computer simulation. [ABSTRACT FROM AUTHOR]

This paper introduces an algebraic theory SystemC픽핃 tlm that can be used to specify and analyse the behaviour of SystemC designs. This theory/language is the successor of the SystemC픽핃 language. It extends SystemC픽핃 with the possibility to define process term instantiations and the use of SystemC positional connections/named connection and Transaction Level Modelling (TLM). We illustrate the practical use of SystemC픽핃tim by means of a TLM example. [ABSTRACT FROM AUTHOR]

One book that every student of the History of Mathematics ought to be made aware of, even though it is not strictly speaking central to the subject either as a work of mathematics or as one of the history thereof, is Augustus de Morgan's A Budget of Paradoxes. The first edition was edited by de Morgan's widow Sophia in 1872, and the second in 1915 by David Eugene Smith. It is a book worth dipping into now and then. In connexion with the work of Qín Jiŭsháo, I looked up what de Morgan had to say about Horner's method. [ABSTRACT FROM AUTHOR]

This paper presents a new algorithm to determine 1-extendable graphs. Let G =(V,E) be a graph with at least 4 vertices. If the graph G has a perfect matching and every edge of E(G) is contained in a perfect matching of G, then G is said to be 1-extendable. Our algorithm runs in O(|V||E|) time in the worst case and its complexity is the same as the algorithm developed by Carvalho and Cheriyan [1]. But the procedure of our algorithm is much simpler than the latter one. Furthermore, an implementation is given in details. [ABSTRACT FROM AUTHOR]

In this paper we analyze irregular clocking in stream ciphers against algebraic attacks. Algebraic attacks and fast algebraic attacks are a very strong development in the cryptanalysis of stream ciphers with linear feed back. A recent research has shown clock-controlled stream ciphers also vulnerable to algebraic attacks. We have found that if all the registers involved in a key-stream generator are irregularly clocked then it is resistant against algebraic attacks. A5 key-stream generator also having all the irregularly clocked LFSRs is analyzed as an illustration. We have developed algebraic equations for A5 generator using algebraic normal form of its majority function. But increase in the degree of the equations with each clock makes this attack infeasible for this type of clock-controlling. [ABSTRACT FROM AUTHOR]

ACPhssrt is a hybrid process algebra obtained by extending a combination of two existing extensions of Algebra of Communicating Processes (ACP), namely the process algebra with continuous relative timing and the process algebra with propositional signals, for the specification and analysis of hybrid systems. In addition to equational axioms, this hybrid process algebra has rules to derive equations with the help of real analysis. ACPhssrt is also closely related to the theory of hybrid automata, so ACPhssrt can be reasonable easily translated to hybrid automata. This enables automatic verification of ACPhssrt specifications using existing hybrid automaton-based verification tools (e.g. PHAVer and HyTech). Since ACPhssrt is a well-developed algebraic theory from the field of hybrid process algebras with the above-mentioned features, it seems to allow rigorous specification and analysis of digital/analog/mixed-signal circuits. In order to explore this fact, in this paper, we study a mixed-signal circuit: a half wave rectifier in ACPhssrt. Some basic properties of the half wave rectifier are analysed in a formal way and some correctness requirements are also proven to be satisfied. [ABSTRACT FROM AUTHOR]

In this paper we describe the Birch and Swinnerton-Dyer conjecture in the case of modular abelian varieties and how to use Magma to do computations with some of the quantities that appear in the conjecture. We assume the reader has some experience with algebraic varieties and number theory, but do not assume the reader has proficiency working with elliptic curves, abelian varieties, modular forms, or modular symbols. The computations give evidence for the Birch and Swinnerton- Dyer conjecture and increase our explicit understanding of modular abelian varieties. [ABSTRACT FROM AUTHOR]

Basic invariants of binary forms over ℂ up to degree 6 (and lower degrees) were constructed by Clebsch and Bolza in the 19-th century using complicated symbolic calculations. Igusa extended this to algebraically closed fields of any characteristic using difficult techniques of algebraic geometry. In this paper a simple proof is supplied that works in characteristic p > 5 and uses some concepts of invariant theory developed by Hilbert (in characteristic 0) and Mumford, Haboush et al. in positive characteristic. Further the analogue for pairs of binary cubics is also treated. [ABSTRACT FROM AUTHOR]