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36 results on '"Saeki, Akihiko"'

2. Roles of Mathematical and Statistical Models in Data-Driven Modelling: A Prescriptive Modelling Perspective

Author

Kawakami, Takashi, Saeki, Akihiko, Kaiser, Gabriele, Series Editor, Stillman, Gloria Ann, Series Editor, Biembengut, Maria Salett, Editorial Board Member, Blum, Werner, Editorial Board Member, Doerr, Helen, Editorial Board Member, Galbraith, Peter, Editorial Board Member, Ikeda, Toshikazu, Editorial Board Member, Niss, Mogens, Editorial Board Member, Xie, Jinxing, Editorial Board Member, Siller, Hans-Stefan, editor, and Geiger, Vince, editor

Published
2024
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3. Advancement of In-Service Teacher’s Pedagogical Content Knowledge When Teaching Mathematical Modelling: Through the Interpretation and Design of Modelling Lessons

Author

Saeki, Akihiko, Yata, Kosuke, Kaneko, Masafumi, Kawakami, Takashi, Kaiser, Gabriele, Series Editor, Stillman, Gloria Ann, Series Editor, Biembengut, Maria Salett, Editorial Board Member, Blum, Werner, Editorial Board Member, Doerr, Helen, Editorial Board Member, Galbraith, Peter, Editorial Board Member, Ikeda, Toshikazu, Editorial Board Member, Niss, Mogens, Editorial Board Member, Xie, Jinxing, Editorial Board Member, Siller, Hans-Stefan, editor, and Geiger, Vince, editor

Published
2024
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4. In-Service Teachers’ Transformation of a Mathematised Task into Modelling Tasks

Author

Saeki, Akihiko, Kaneko, Masafumi, Kawakami, Takashi, Ikeda, Toshikazu, Kaiser, Gabriele, Series Editor, Stillman, Gloria Ann, Series Editor, Biembengut, Maria Salett, Editorial Board Member, Blum, Werner, Editorial Board Member, Doerr, Helen, Editorial Board Member, Galbraith, Peter, Editorial Board Member, Ikeda, Toshikazu, Editorial Board Member, Niss, Mogens, Editorial Board Member, Xie, Jinxing, Editorial Board Member, Greefrath, Gilbert, editor, and Carreira, Susana, editor

Published
2023
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6. Leading a New Pedagogical Approach to Australian Curriculum Mathematics: Using the Dual Mathematical Modelling Cycle Framework

Author

Mathematics Education Research Group of Australasia, Lamb, Janeen, Kawakami, Takashi, Saeki, Akihiko, and Matsuzaki, Akio

Abstract

The aim of this study was to investigate the use of the "dual mathematical modelling cycle framework" as one way to meet the espoused goals of the Australian Curriculum Mathematics. This study involved 23 Year 6 students from one Australian primary school who engaged in an "Oil Tank Task" that required them to develop two models in order to solve the task. Results indicate that although some students struggled to fully develop the two models there were students who engaged in both models, deepening their mathematical knowledge and its application when working in real world contexts.

Published
2014

13. A Cross-Curricular Integrated Learning Experience in Mathematics and Physics.

Author

Saeki, Akihiko, Ujiie, Akiko, and Tsukihashi, Masami

Abstract

Describes a cross-curricular mathematics and physics course offered at Kanazawa Technical College in Japan. The course facilitates students' understanding of the connection between mathematics and physics through hands-on activities. Outlines the advantages of the cross-curricular approach, including students' increased levels of interest in physical phenomena and science, greater value placed on mathematics, and the beneficial effects of cooperative work. (KS)

Published
2001

16. Creating contact points between empirical modelling and theoretical modelling in teacher education: The case of pendulum problem

Author

Kaneko, Masafumi, Saeki, Akihiko, Kawakami, Takashi, Naruto University of Education, Utsunomiya University [Utsunomiya], Utrecht University, Uffe Thomas Jankvist, Marja van den Heuvel-Panhuizen, Michiel Veldhuis, and Veldhuis, Michiel

Subjects
Mathematical modelling, empirical modelling, theoretical modelling, [SHS.EDU]Humanities and Social Sciences/Education, [SHS.EDU] Humanities and Social Sciences/Education, [MATH] Mathematics [math], [MATH]Mathematics [math], teacher education
Abstract

International audience; Both empirical modelling (EM) and theoretical modelling (TM) are essential in mathematical modelling. This study explored how graduate students promoted teaching competencies for mathematical modelling by conducting EM and TM with the pendulum task. Through the analysis of modelling lessons, we found that the experiences of both EM and TM with the same material were important for the students to understand a modelling cycle and the aims and perspectives of modelling.

Published
2019

20. Examining the heart of the dual modelling cycle: Japanese and Australian students advance this approach

Author

Saeki, Akihiko, Matszaki, Akio, Kawakami, Takashi, Lamb, Janeen, Naruto University of Education, Saitama University, Nishikyushu University, Australian Catholic University (ACU), Charles University in Prague, Faculty of Education, ERME, Konrad Krainer, Naďa Vondrová, and Vondrová, Naďa

Subjects
modelling teaching, International comparisons, [SHS.EDU]Humanities and Social Sciences/Education, [MATH.MATH-HO]Mathematics [math]/History and Overview [math.HO], [SHS.EDU] Humanities and Social Sciences/Education, [MATH.MATH-HO] Mathematics [math]/History and Overview [math.HO], ComputingMilieux_COMPUTERSANDEDUCATION, ordinary helix, mathematics education, dual modelling cycle framework (DMCF)
Abstract

International audience; The aim of this study is to compare how Japanese and Australian teachers utilise opportunities to promote students' switching between mathematical modelling cycles based on the dual modelling cycle framework (DMCF). This study found that teachers need to change how they assist students when transitioning from one modelling cycle to another not only based on differing levels of student ability, but to account for differences between countries as well. The Japanese students had more sophisticated visualisation skills than the Australian students when working with the geometric structure of an ordinary helix on the side face of a cylinder. However, both groups of students benefited from use of the DMCF to develop their understanding of the mathematical problem as they moved between modelling cycles.

Published
2015

33. A CROSS-CURRICULAR INTEGRATED LEARNING EXPERIENCE IN MATHEMATICS AND PHYSICS

Author

Saeki, Akihiko, Ujiie, Akiko, and Tsukihashi, Masami

Abstract

Since April, 1996, Kanazawa Technical College has offered a cross-curricular course for first-year and second-year students using a TI-83 (Graphing Calculator) and a Computer Based Laboratory (CBL). The goal of the course is for students to learn about the connection between mathematics and physics through hands-on activities. Students conduct experiments on the motion of a person walking, the dropping of an object, the cooling rate of water, the motion of a swinging pendulum, and sound waves. This is the first time that the TI-83 calculator and the CBL have been used in Japan to explore physical phenomena in a classroom situation based on the Japanese curriculum for mathematics and physics. The following findings were obtained: Most students (a) replaced their naive assumptions regarding the laws of physics with scientific concepts; (b) independently made connections between the results of experiments and their previous mathematical knowledge; (c) reported that their level of interest in physical phenomena and science had either not decreased or had improved, (d) valued mathematics more, and (e) realized the importance of cooperative work. The use of CBLs and TI-83s changed not only the authors teaching style but also students attitudes. Students had ownership of their experiments, and they engaged in higher-order thinking skills such as making predictions, analyzing data, and modeling data with equations. As a result, students became more interested in learning mathematics and science.

Published
2001
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36. ChemInform Abstract: A New Efficient Method for S—CH2—S Bond Formation and Its Application to a Djenkolic Acid‐Containing Cyclic Enkephalin Analogue.

Author

Ueki, Masaaki, Ikeo, Takayoshi, Hokari, Kumiko, Nakamura, Keiko, Saeki, Akihiko, and Komatsu, Hiroshi

Abstract

ChemInform is a weekly Abstracting Service, delivering concise information at a glance that was extracted from about 100 leading journals. To access a ChemInform Abstract of an article which was published elsewhere, please select a “Full Text” option. The original article is trackable via the “References” option.

Published
1999
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