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Description
This study contributes to the ongoing discussion of Mathematical Knowledge for Teaching (MKT). It investigates the case of Rico, a high school mathematics teacher who had become known to his colleagues and his students as a superbly effective mathematics teacher. His students not only developed excellent mathematical skills, they also developed deep understanding of the mathematics they learned. Moreover, Rico redesigned his curricula and instruction completely so that they provided a means of support for his students to learn mathematics the way he intended. The purpose of this study was to understand the sources of Rico's effectiveness. The data for this study was generated in three phases. Phase I included videos of Rico's lessons during one semester of an Algebra II course, post-lesson reflections, and Rico's self-constructed instructional materials. An analysis of Phase I data led to Phase II, which consisted of eight extensive stimulated-reflection interviews with Rico. Phase III consisted of a conceptual analysis of the prior phases with the aim of creating models of Rico's mathematical conceptions, his conceptions of his students' mathematical understandings, and his images of instruction and instructional design. Findings revealed that Rico had developed profound personal understandings, grounded in quantitative reasoning, of the mathematics that he taught, and profound pedagogical understandings that supported these very same ways of thinking in his students. Rico's redesign was driven by three factors: (1) the particular way in which Rico himself understood the mathematics he taught, (2) his reflective awareness of those ways of thinking, and (3) his ability to envision what students might learn from different instructional approaches. Rico always considered what someone might already need to understand in order to understand "this" in the way he was thinking of it, and how understanding "this" might help students understand related ideas or methods. Rico's continual reflection on the mathematics he knew so as to make it more coherent, and his continual orientation to imagining how these meanings might work for students' learning, made Rico's mathematics become a mathematics of students--impacting how he assessed his practice and engaging him in a continual process of developing MKT.
ContributorsLage Ramírez, Ana Elisa (Author) / Thompson, Patrick W. (Thesis advisor) / Carlson, Marilyn P. (Committee member) / Castillo-Chavez, Carlos (Committee member) / Saldanha, Luis (Committee member) / Middleton, James A. (Committee member) / Arizona State University (Publisher)
Created2011
Description
Research on combinatorics education is sparse when compared with other fields in mathematics education. This research attempted to contribute to the dearth of literature by examining students' reasoning about enumerative combinatorics problems and how students conceptualize the set of elements being counted in such problems, called the solution set. In particular, the focus was on the stable patterns of reasoning, known as ways of thinking, which students applied in a variety of combinatorial situations and tasks. This study catalogued students' ways of thinking about solution sets as they progressed through an instructional sequence. In addition, the relationships between the catalogued ways of thinking were explored. Further, the study investigated the challenges students experienced as they interacted with the tasks and instructional interventions, and how students' ways of thinking evolved as these challenges were overcome. Finally, it examined the role of instruction in guiding students to develop and extend their ways of thinking. Two pairs of undergraduate students with no formal experience with combinatorics participated in one of the two consecutive teaching experiments conducted in Spring 2012. Many ways of thinking emerged through the grounded theory analysis of the data, but only eight were identified as robust. These robust ways of thinking were classified into three categories: Subsets, Odometer, and Problem Posing. The Subsets category encompasses two ways of thinking, both of which ultimately involve envisioning the solution set as the union of subsets. The three ways of thinking in Odometer category involve holding an item or a set of items constant and systematically varying the other items involved in the counting process. The ways of thinking belonging to Problem Posing category involve spontaneously posing new, related combinatorics problems and finding relationships between the solution sets of the original and the new problem. The evolution of students' ways of thinking in the Problem Posing category was analyzed. This entailed examining the perturbation experienced by students and the resulting accommodation of their thinking. It was found that such perturbation and its resolution was often the result of an instructional intervention. Implications for teaching practice are discussed.
ContributorsHalani, Aviva (Author) / Roh, Kyeong Hah (Thesis advisor) / Fishel, Susanna (Committee member) / Saldanha, Luis (Committee member) / Thompson, Patrick (Committee member) / Zandieh, Michelle (Committee member) / Arizona State University (Publisher)
Created2013
Description
This honors thesis explores and models the flow of air around a cylindrical arrow that is rotating as it moves through the air. This model represents the airflow around an archery arrow after it is released from the bow and rotates while it flies through the air. This situation is important in archery because an understanding of the airflow allows archers to predict the flight of the arrow. As a result, archers can improve their accuracy and ability to hit targets. However, not many computational fluid dynamic simulations modeling the airflow around a rotating archery arrow exist. This thesis attempts to further the understanding of the airflow around a rotating archery arrow by creating a mathematical model to numerically simulate the airflow around the arrow in the presence of this rotation. This thesis uses a linearized approximation of the Navier Stokes equations to model the airflow around the arrow and explains the reasoning for using this simplification of the fully nonlinear Navier Stokes equations. This thesis continues to describe the discretization of these linearized equations using the finite difference method and the boundary conditions used for these equations. A MATLAB code solves the resulting system of equations in order to obtain a numerical simulation of this airflow around the rotating arrow. The results of the simulation for each velocity component and the pressure distribution are displayed. This thesis then discusses the results of the simulation, and the MATLAB code is analyzed to verify the convergence of the solution. Appendix A includes the full MATLAB code used for the flow simulation. Finally, this thesis explains potential future research topics, ideas, and improvements to the code that can help further the understanding and create more realistic simulations of the airflow around a flying archery arrow.
ContributorsCholinski, Christopher John (Author) / Tang, Wenbo (Thesis director) / Herrmann, Marcus (Committee member) / Mechanical and Aerospace Engineering Program (Contributor) / School of Mathematical and Statistical Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
Coherent vortices are ubiquitous structures in natural flows that affect mixing and transport of substances and momentum/energy. Being able to detect these coherent structures is important for pollutant mitigation, ecological conservation and many other aspects. In recent years, mathematical criteria and algorithms have been developed to extract these coherent structures in turbulent flows. In this study, we will apply these tools to extract important coherent structures and analyze their statistical properties as well as their implications on kinematics and dynamics of the flow. Such information will aide representation of small-scale nonlinear processes that large-scale models of natural processes may not be able to resolve.
ContributorsCass, Brentlee Jerry (Author) / Tang, Wenbo (Thesis director) / Kostelich, Eric (Committee member) / Department of Information Systems (Contributor) / School of Mathematical and Statistical Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
This dissertation report follows a three-paper format, with each paper having a different but related focus. In Paper 1 I discuss conceptual analysis of mathematical ideas relative to its place within cognitive learning theories and research studies. In particular, I highlight specific ways mathematics education research uses conceptual analysis and discuss the implications of these uses for interpreting and leveraging results to produce empirically tested learning trajectories. From my summary and analysis I develop two recommendations for the cognitive researchers developing empirically supported learning trajectories. (1) A researcher should frame his/her work, and analyze others’ work, within the researcher’s image of a broadly coherent trajectory for student learning and (2) that the field should work towards a common understanding for the meaning of a hypothetical learning trajectory.
In Paper 2 I argue that prior research in online learning has tested the impact of online courses on measures such as student retention rates, satisfaction scores, and GPA but that research is needed to describe the meanings students construct for mathematical ideas researchers have identified as critical to their success in future math courses and other STEM fields. This paper discusses the need for a new focus in studying online mathematics learning and calls for cognitive researchers to begin developing a productive methodology for examining the meanings students construct while engaged in online lessons.
Paper 3 describes the online Precalculus course intervention we designed around measurement imagery and quantitative reasoning as themes that unite topics across units. I report results relative to the meanings students developed for exponential functions and related ideas (such as percent change and growth factors) while working through lessons in the intervention. I provide a conceptual analysis guiding its design and discuss pre-test and pre-interview results, post-test and post-interview results, and observations from student behaviors while interacting with lessons. I demonstrate that the targeted meanings can be productive for students, show common unproductive meanings students possess as they enter Precalculus, highlight challenges and opportunities in teaching and learning in the online environment, and discuss needed adaptations to the intervention and future research opportunities informed by my results.
In Paper 2 I argue that prior research in online learning has tested the impact of online courses on measures such as student retention rates, satisfaction scores, and GPA but that research is needed to describe the meanings students construct for mathematical ideas researchers have identified as critical to their success in future math courses and other STEM fields. This paper discusses the need for a new focus in studying online mathematics learning and calls for cognitive researchers to begin developing a productive methodology for examining the meanings students construct while engaged in online lessons.
Paper 3 describes the online Precalculus course intervention we designed around measurement imagery and quantitative reasoning as themes that unite topics across units. I report results relative to the meanings students developed for exponential functions and related ideas (such as percent change and growth factors) while working through lessons in the intervention. I provide a conceptual analysis guiding its design and discuss pre-test and pre-interview results, post-test and post-interview results, and observations from student behaviors while interacting with lessons. I demonstrate that the targeted meanings can be productive for students, show common unproductive meanings students possess as they enter Precalculus, highlight challenges and opportunities in teaching and learning in the online environment, and discuss needed adaptations to the intervention and future research opportunities informed by my results.
ContributorsO'Bryan, Alan Eugene (Author) / Carlson, Marilyn P (Thesis advisor) / Thompson, Patrick W (Committee member) / Milner, Fabio (Committee member) / Roh, Kyeong Hah (Committee member) / Tallman, Michael (Committee member) / Arizona State University (Publisher)
Created2018
Description
Earth-system models describe the interacting components of the climate system and
technological systems that affect society, such as communication infrastructures. Data
assimilation addresses the challenge of state specification by incorporating system
observations into the model estimates. In this research, a particular data
assimilation technique called the Local Ensemble Transform Kalman Filter (LETKF) is
applied to the ionosphere, which is a domain of practical interest due to its effects
on infrastructures that depend on satellite communication and remote sensing. This
dissertation consists of three main studies that propose strategies to improve space-
weather specification during ionospheric extreme events, but are generally applicable
to Earth-system models:
Topic I applies the LETKF to estimate ion density with an idealized model of
the ionosphere, given noisy synthetic observations of varying sparsity. Results show
that the LETKF yields accurate estimates of the ion density field and unobserved
components of neutral winds even when the observation density is spatially sparse
(2% of grid points) and there is large levels (40%) of Gaussian observation noise.
Topic II proposes a targeted observing strategy for data assimilation, which uses
the influence matrix diagnostic to target errors in chosen state variables. This
strategy is applied in observing system experiments, in which synthetic electron density
observations are assimilated with the LETKF into the Thermosphere-Ionosphere-
Electrodynamics Global Circulation Model (TIEGCM) during a geomagnetic storm.
Results show that assimilating targeted electron density observations yields on
average about 60%–80% reduction in electron density error within a 600 km radius of
the observed location, compared to 15% reduction obtained with randomly placed
vertical profiles.
Topic III proposes a methodology to account for systematic model bias arising
ifrom errors in parametrized solar and magnetospheric inputs. This strategy is ap-
plied with the TIEGCM during a geomagnetic storm, and is used to estimate the
spatiotemporal variations of bias in electron density predictions during the
transitionary phases of the geomagnetic storm. Results show that this strategy reduces
error in 1-hour predictions of electron density by about 35% and 30% in polar regions
during the main and relaxation phases of the geomagnetic storm, respectively.
technological systems that affect society, such as communication infrastructures. Data
assimilation addresses the challenge of state specification by incorporating system
observations into the model estimates. In this research, a particular data
assimilation technique called the Local Ensemble Transform Kalman Filter (LETKF) is
applied to the ionosphere, which is a domain of practical interest due to its effects
on infrastructures that depend on satellite communication and remote sensing. This
dissertation consists of three main studies that propose strategies to improve space-
weather specification during ionospheric extreme events, but are generally applicable
to Earth-system models:
Topic I applies the LETKF to estimate ion density with an idealized model of
the ionosphere, given noisy synthetic observations of varying sparsity. Results show
that the LETKF yields accurate estimates of the ion density field and unobserved
components of neutral winds even when the observation density is spatially sparse
(2% of grid points) and there is large levels (40%) of Gaussian observation noise.
Topic II proposes a targeted observing strategy for data assimilation, which uses
the influence matrix diagnostic to target errors in chosen state variables. This
strategy is applied in observing system experiments, in which synthetic electron density
observations are assimilated with the LETKF into the Thermosphere-Ionosphere-
Electrodynamics Global Circulation Model (TIEGCM) during a geomagnetic storm.
Results show that assimilating targeted electron density observations yields on
average about 60%–80% reduction in electron density error within a 600 km radius of
the observed location, compared to 15% reduction obtained with randomly placed
vertical profiles.
Topic III proposes a methodology to account for systematic model bias arising
ifrom errors in parametrized solar and magnetospheric inputs. This strategy is ap-
plied with the TIEGCM during a geomagnetic storm, and is used to estimate the
spatiotemporal variations of bias in electron density predictions during the
transitionary phases of the geomagnetic storm. Results show that this strategy reduces
error in 1-hour predictions of electron density by about 35% and 30% in polar regions
during the main and relaxation phases of the geomagnetic storm, respectively.
ContributorsDurazo, Juan, Ph.D (Author) / Kostelich, Eric J. (Thesis advisor) / Mahalov, Alex (Thesis advisor) / Tang, Wenbo (Committee member) / Moustaoui, Mohamed (Committee member) / Platte, Rodrigo (Committee member) / Arizona State University (Publisher)
Created2018
Description
The dynamics of a fluid flow inside 2D square and 3D cubic cavities
under various configurations were simulated and analyzed using a
spectral code I developed.
This code was validated against known studies in the 3D lid-driven
cavity. It was then used to explore the various dynamical behaviors
close to the onset of instability of the steady-state flow, and explain
in the process the mechanism underlying an intermittent bursting
previously observed. A fairly complete bifurcation picture emerged,
using a combination of computational tools such as selective
frequency damping, edge-state tracking and subspace restriction.
The code was then used to investigate the flow in a 2D square cavity
under stable temperature stratification, an idealized version of a lake
with warmer water at the surface compared to the bottom. The governing
equations are the Navier-Stokes equations under the Boussinesq approximation.
Simulations were done over a wide range of parameters of the problem quantifying
the driving velocity at the top (e.g. wind) and the strength of the stratification.
Particular attention was paid to the mechanisms associated with the onset of
instability of the base steady state, and the complex nontrivial dynamics
occurring beyond onset, where the presence of multiple states leads to a
rich spectrum of states, including homoclinic and heteroclinic chaos.
A third configuration investigates the flow dynamics of a fluid in a rapidly
rotating cube subjected to small amplitude modulations. The responses were
quantified by the global helicity and energy measures, and various peak
responses associated to resonances with intrinsic eigenmodes of the cavity
and/or internal retracing beams were clearly identified for the first time.
A novel approach to compute the eigenmodes is also described, making accessible
a whole catalog of these with various properties and dynamics. When the small
amplitude modulation does not align with the rotation axis (precession) we show
that a new set of eigenmodes are primarily excited as the angular velocity
increases, while triadic resonances may occur once the nonlinear regime kicks in.
under various configurations were simulated and analyzed using a
spectral code I developed.
This code was validated against known studies in the 3D lid-driven
cavity. It was then used to explore the various dynamical behaviors
close to the onset of instability of the steady-state flow, and explain
in the process the mechanism underlying an intermittent bursting
previously observed. A fairly complete bifurcation picture emerged,
using a combination of computational tools such as selective
frequency damping, edge-state tracking and subspace restriction.
The code was then used to investigate the flow in a 2D square cavity
under stable temperature stratification, an idealized version of a lake
with warmer water at the surface compared to the bottom. The governing
equations are the Navier-Stokes equations under the Boussinesq approximation.
Simulations were done over a wide range of parameters of the problem quantifying
the driving velocity at the top (e.g. wind) and the strength of the stratification.
Particular attention was paid to the mechanisms associated with the onset of
instability of the base steady state, and the complex nontrivial dynamics
occurring beyond onset, where the presence of multiple states leads to a
rich spectrum of states, including homoclinic and heteroclinic chaos.
A third configuration investigates the flow dynamics of a fluid in a rapidly
rotating cube subjected to small amplitude modulations. The responses were
quantified by the global helicity and energy measures, and various peak
responses associated to resonances with intrinsic eigenmodes of the cavity
and/or internal retracing beams were clearly identified for the first time.
A novel approach to compute the eigenmodes is also described, making accessible
a whole catalog of these with various properties and dynamics. When the small
amplitude modulation does not align with the rotation axis (precession) we show
that a new set of eigenmodes are primarily excited as the angular velocity
increases, while triadic resonances may occur once the nonlinear regime kicks in.
ContributorsWu, Ke (Author) / Lopez, Juan (Thesis advisor) / Welfert, Bruno (Thesis advisor) / Tang, Wenbo (Committee member) / Platte, Rodrigo (Committee member) / Herrmann, Marcus (Committee member) / Arizona State University (Publisher)
Created2019
Description
Presented is a study on the chemotaxis reaction process and its relation with flow topology. The effect of coherent structures in turbulent flows is characterized by studying nutrient uptake and the advantage that is received from motile bacteria over other non-motile bacteria. Variability is found to be dependent on the initial location of scalar impurity and can be tied to Lagrangian coherent structures through recent advances in the identification of finite-time transport barriers. Advantage is relatively small for initial nutrient found within high stretching regions of the flow, and nutrient within elliptic structures provide the greatest advantage for motile species. How the flow field and the relevant flow topology lead to such a relation is analyzed.
ContributorsJones, Kimberly (Author) / Tang, Wenbo (Thesis advisor) / Kang, Yun (Committee member) / Jones, Donald (Committee member) / Arizona State University (Publisher)
Created2015
Description
This dissertation reports three studies of students’ and teachers’ meanings for quotient, fraction, measure, rate, and rate of change functions. Each study investigated individual’s schemes (or meanings) for foundational mathematical ideas. Conceptual analysis of what constitutes strong meanings for fraction, measure, and rate of change is critical for each study. In particular, each study distinguishes additive and multiplicative meanings for fraction and rate of change.
The first paper reports an investigation of 251 high school mathematics teachers’ meanings for slope, measurement, and rate of change. Most teachers conveyed primarily additive and formulaic meanings for slope and rate of change on written items. Few teachers conveyed that a rate of change compares the relative sizes of changes in two quantities. Teachers’ weak measurement schemes were associated with limited meanings for rate of change. Overall, the data suggests that rate of change should be a topics of targeted professional development.
The second paper reports the quantitative part of a mixed method study of 153 calculus students at a large public university. The majority of calculus students not only have weak meanings for fraction, measure, and constant rates but that having weak meanings is predictive of lower scores on a test about rate of change functions. Regression is used to determine the variation in student success on questions about rate of change functions (derivatives) associated with variation in success on fraction, measure, rate, and covariation items.
The third paper investigates the implications of two students’ fraction schemes for their understanding of rate of change functions. Students’ weak measurement schemes obstructed their ability to construct a rate of change function given the graph of an original function. The two students did not coordinate three levels of units, and struggled to relate partitioning and iterating in a way that would help them reason about fractions, rate of change, and rate of change functions.
Taken as a whole the studies show that the majority of secondary teachers and calculus students studied have weak meanings for foundational ideas and that these weaknesses cause them problems in making sense of more applications of rate of change.
The first paper reports an investigation of 251 high school mathematics teachers’ meanings for slope, measurement, and rate of change. Most teachers conveyed primarily additive and formulaic meanings for slope and rate of change on written items. Few teachers conveyed that a rate of change compares the relative sizes of changes in two quantities. Teachers’ weak measurement schemes were associated with limited meanings for rate of change. Overall, the data suggests that rate of change should be a topics of targeted professional development.
The second paper reports the quantitative part of a mixed method study of 153 calculus students at a large public university. The majority of calculus students not only have weak meanings for fraction, measure, and constant rates but that having weak meanings is predictive of lower scores on a test about rate of change functions. Regression is used to determine the variation in student success on questions about rate of change functions (derivatives) associated with variation in success on fraction, measure, rate, and covariation items.
The third paper investigates the implications of two students’ fraction schemes for their understanding of rate of change functions. Students’ weak measurement schemes obstructed their ability to construct a rate of change function given the graph of an original function. The two students did not coordinate three levels of units, and struggled to relate partitioning and iterating in a way that would help them reason about fractions, rate of change, and rate of change functions.
Taken as a whole the studies show that the majority of secondary teachers and calculus students studied have weak meanings for foundational ideas and that these weaknesses cause them problems in making sense of more applications of rate of change.
ContributorsByerley, Cameron (Author) / Thompson, Patrick W (Thesis advisor) / Carlson, Marilyn P (Committee member) / Middleton, James A. (Committee member) / Saldanha, Luis (Committee member) / Mcnamara, Allen (Committee member) / Arizona State University (Publisher)
Created2016
Description
There has been important progress in understanding ecological dynamics through the development of the theory of ecological stoichiometry. This fast growing theory provides new constraints and mechanisms that can be formulated into mathematical models. Stoichiometric models incorporate the effects of both food quantity and food quality into a single framework that produce rich dynamics. While the effects of nutrient deficiency on consumer growth are well understood, recent discoveries in ecological stoichiometry suggest that consumer dynamics are not only affected by insufficient food nutrient content (low phosphorus (P): carbon (C) ratio) but also by excess food nutrient content (high P:C). This phenomenon, known as the stoichiometric knife edge, in which animal growth is reduced not only by food with low P content but also by food with high P content, needs to be incorporated into mathematical models. Here we present Lotka-Volterra type models to investigate the growth response of Daphnia to algae of varying P:C ratios. Using a nonsmooth system of two ordinary differential equations (ODEs), we formulate the first model to incorporate the phenomenon of the stoichiometric knife edge. We then extend this stoichiometric model by mechanistically deriving and tracking free P in the environment. This resulting full knife edge model is a nonsmooth system of three ODEs. Bifurcation analysis and numerical simulations of the full model, that explicitly tracks phosphorus, leads to quantitatively different predictions than previous models that neglect to track free nutrients. The full model shows that the grazer population is sensitive to excess nutrient concentrations as a dynamical free nutrient pool induces extreme grazer population density changes. These modeling efforts provide insight on the effects of excess nutrient content on grazer dynamics and deepen our understanding of the effects of stoichiometry on the mechanisms governing population dynamics and the interactions between trophic levels.
ContributorsPeace, Angela (Author) / Kuang, Yang (Thesis advisor) / Elser, James J (Committee member) / Baer, Steven (Committee member) / Tang, Wenbo (Committee member) / Kang, Yun (Committee member) / Arizona State University (Publisher)
Created2014