Matching Items (218)
Description
Recently there has been an increase in the number of people calling for the incorporation of relevant mathematics in the mathematics classroom. Unfortunately, various researchers define the term relevant mathematics differently, establishing several ideas of how relevancy can be incorporated into the classroom. The differences between mathematics education researchers' definitions of relevant and the way they believe relevant math should be implemented in the classroom, leads one to conclude that a similarly varied set of perspectives probably exists between teachers and students as well. The purpose of this exploratory study focuses on how the student and teacher perspectives on relevant mathematics in the classroom converge or diverge. Specifically, do teachers and students see the same lessons, materials, content, and approach as relevant? A survey was conducted with mathematics teachers at a suburban high school and their algebra 1 and geometry students to provide a general idea of their views on relevant mathematics. An analysis of the findings revealed three major differences: the discrepancy between frequency ratings of teachers and students, the differences between how teachers and students defined the term relevance and how the students' highest rated definitions were the least accounted for among the teacher generated questions, and finally the impact of differing attitudes towards mathematics on students' feelings towards its relevance.
ContributorsRedman, Alexandra P (Author) / Middleton, James (Thesis advisor) / Sloane, Finbarr (Committee member) / Blumenfeld-Jones, Donald (Committee member) / Arizona State University (Publisher)
Created2012
Description
A central concept of combinatorics is partitioning structures with given constraints. Partitions of on-line posets and on-line graphs, which are dynamic versions of the more familiar static structures posets and graphs, are examined. In the on-line setting, vertices are continually added to a poset or graph while a chain partition or coloring (respectively) is maintained. %The optima of the static cases cannot be achieved in the on-line setting. Both upper and lower bounds for the optimum of the number of chains needed to partition a width $w$ on-line poset exist. Kierstead's upper bound of $\frac{5^w-1}{4}$ was improved to $w^{14 \lg w}$ by Bosek and Krawczyk. This is improved to $w^{3+6.5 \lg w}$ by employing the First-Fit algorithm on a family of restricted posets (expanding on the work of Bosek and Krawczyk) . Namely, the family of ladder-free posets where the $m$-ladder is the transitive closure of the union of two incomparable chains $x_1\le\dots\le x_m$, $y_1\le\dots\le y_m$ and the set of comparabilities $\{x_1\le y_1,\dots, x_m\le y_m\}$. No upper bound on the number of colors needed to color a general on-line graph exists. To lay this fact plain, the performance of on-line coloring of trees is shown to be particularly problematic. There are trees that require $n$ colors to color on-line for any positive integer $n$. Furthermore, there are trees that usually require many colors to color on-line even if they are presented without any particular strategy. For restricted families of graphs, upper and lower bounds for the optimum number of colors needed to maintain an on-line coloring exist. In particular, circular arc graphs can be colored on-line using less than 8 times the optimum number from the static case. This follows from the work of Pemmaraju, Raman, and Varadarajan in on-line coloring of interval graphs.
ContributorsSmith, Matthew Earl (Author) / Kierstead, Henry A (Thesis advisor) / Colbourn, Charles (Committee member) / Czygrinow, Andrzej (Committee member) / Fishel, Susanna (Committee member) / Hurlbert, Glenn (Committee member) / Arizona State University (Publisher)
Created2012
Description
ABSTRACT There is a continuing emphasis in the United States to improve student's mathematical abilities and one approach is to better prepare teachers. This study investigated the effects of using lesson study with preservice secondary mathematics teachers to improve their proficiency at planning and implementing instruction. The participants were students (preservice teachers) in an undergraduate teacher preparation program at a private university who were enrolled in a mathematics methods course for secondary math teachers. This project used lesson study to engage preservice teachers in collaboratively creating lessons, field testing them, using feedback to revise the lessons, and re-teaching the revised lesson. The preservice teachers worked through multiple cycles of the process in their secondary math methods class receiving feedback from their peers and instructor prior to teaching the lessons in their field experience (practicum). A mixed methods approach was implemented to investigate the preservice teacher's abilities to plan and implement instruction as well as their efficacy for teaching. Data were collected from surveys, video analysis, student reflections, and semi-structured interviews. The findings from this study indicate that lesson study for preservice teachers was an effective means of teacher education. Lesson study positively impacted the preservice teachers' ability to plan and teach mathematical lessons more effectively. The preservice teachers successfully transitioned from teaching in the methods classroom to their field experience classroom during this innovation. Further, the efficacy of the preservice teachers to teach secondary mathematics increased based on this innovation. Further action research cycles of lesson study with preservice teachers are recommended.
ContributorsMostofo, Jameel (Author) / Zambo, Ronald (Thesis advisor) / Elliott, Sherman (Committee member) / Heck, Thomas (Committee member) / Arizona State University (Publisher)
Created2013
Description
Mathematical modeling of infectious diseases can help public health officials to make decisions related to the mitigation of epidemic outbreaks. However, over or under estimations of the morbidity of any infectious disease can be problematic. Therefore, public health officials can always make use of better models to study the potential implication of their decisions and strategies prior to their implementation. Previous work focuses on the mechanisms underlying the different epidemic waves observed in Mexico during the novel swine origin influenza H1N1 pandemic of 2009 and showed extensions of classical models in epidemiology by adding temporal variations in different parameters that are likely to change during the time course of an epidemic, such as, the influence of media, social distancing, school closures, and how vaccination policies may affect different aspects of the dynamics of an epidemic. This current work further examines the influence of different factors considering the randomness of events by adding stochastic processes to meta-population models. I present three different approaches to compare different stochastic methods by considering discrete and continuous time. For the continuous time stochastic modeling approach I consider the continuous-time Markov chain process using forward Kolmogorov equations, for the discrete time stochastic modeling I consider stochastic differential equations using Wiener's increment and Poisson point increments, and also I consider the discrete-time Markov chain process. These first two stochastic modeling approaches will be presented in a one city and two city epidemic models using, as a base, our deterministic model. The last one will be discussed briefly on a one city SIS and SIR-type model.
ContributorsCruz-Aponte, Maytee (Author) / Wirkus, Stephen A. (Thesis advisor) / Castillo-Chavez, Carlos (Thesis advisor) / Camacho, Erika T. (Committee member) / Kang, Yun (Committee member) / Arizona State University (Publisher)
Created2014
Description
Controlled release formulations for local, in vivo drug delivery are of growing interest to device manufacturers, research scientists, and clinicians; however, most research characterizing controlled release formulations occurs in vitro because the spatial and temporal distribution of drug delivery is difficult to measure in vivo. In this work, in vivo magnetic resonance imaging (MRI) of local drug delivery is performed to visualize and quantify the time resolved distribution of MRI contrast agents. I find it is possible to visualize contrast agent distributions in near real time from local delivery vehicles using MRI. Three dimensional T1 maps are processed to produce in vivo concentration maps of contrast agent for individual animal models. The method for obtaining concentration maps is analyzed to estimate errors introduced at various steps in the process. The method is used to evaluate different controlled release vehicles, vehicle placement, and type of surgical wound in rabbits as a model for antimicrobial delivery to orthopaedic infection sites. I are able to see differences between all these factors; however, all images show that contrast agent remains fairly local to the wound site and do not distribute to tissues far from the implant in therapeutic concentrations. I also produce a mathematical model that investigates important mechanisms in the transport of antimicrobials in a wound environment. It is determined from both the images and the mathematical model that antimicrobial distribution in an orthopaedic wounds is dependent on both diffusive and convective mechanisms. Furthermore, I began development of MRI visible therapeutic agents to examine active drug distributions. I hypothesize that this work can be developed into a non-invasive, patient specific, clinical tool to evaluate the success of interventional procedures using local drug delivery vehicles.
ContributorsGiers, Morgan (Author) / Caplan, Michael R (Thesis advisor) / Massia, Stephen P (Committee member) / Frakes, David (Committee member) / McLaren, Alex C. (Committee member) / Vernon, Brent L (Committee member) / Arizona State University (Publisher)
Created2013
Description
Based on poor student performance in past studies, the incoherence present in the teaching of inverse functions, and teachers' own accounts of their struggles to teach this topic, it is apparent that the idea of function inverse deserves a closer look and an improved pedagogical approach. This improvement must enhance students' opportunity to construct a meaning for a function's inverse and, out of that meaning, produce ways to define a function's inverse without memorizing some procedure. This paper presents a proposed instructional sequence that promotes reflective abstraction in order to help students develop a process conception of function and further understand the meaning of a function inverse. The instructional sequence was used in a teaching experiment with three subjects and the results are presented here. The evidence presented in this paper supports the claim that the proposed instructional sequence has the potential to help students construct meanings needed for understanding function inverse. The results of this study revealed shifts in the understandings of all three subjects. I conjecture that these shifts were achieved by posing questions that promoted reflective abstraction. The questions and subsequent interactions appeared to result in all three students moving toward a process conception of function.
ContributorsFowler, Bethany (Author) / Carlson, Marilyn (Thesis advisor) / Roh, Kyeong (Committee member) / Zandieh, Michelle (Committee member) / Arizona State University (Publisher)
Created2014
Description
Efforts to privilege STEM (Science, Technology, Engineering, and Mathematics) disciplines, initiatives, and industries in American discourse are arguably the foremost expressions of scientific authority in contemporary educational policy. Citing a diverse body of STEM literature, I discuss the histories and rationales that sustain the promotion of STEM. In doing so, I appropriate two concepts -Michel Foucault's Regime of Truth and Hayden White's Emplotment- for the purpose of analyzing the complex interests embodied by STEM discourse. I argue that the Sputnik Narrative is the prevailing story in STEM advocacy discourse. I claim that STEM advocates typically emplot this history as a Romance. Furthermore, I classify two major bases of appeal (rationales) that appear within this literature to justify STEM projects and proposals, "competition" and "equity." Throughout my writing, I cite discursive strategies for challenging and reimagining STEM history. My goal in indicating these sites of narrative possibilities is broaden the discursive field to new, perhaps liberating possibilities.
ContributorsGeldis, Christopher (Author) / Harris, Lauren M (Thesis advisor) / Lyon, Edward (Committee member) / Greenes, Carole (Committee member) / Arizona State University (Publisher)
Created2014
Description
Increasing interest in individualized treatment strategies for prevention and treatment of health disorders has created a new application domain for dynamic modeling and control. Standard population-level clinical trials, while useful, are not the most suitable vehicle for understanding the dynamics of dosage changes to patient response. A secondary analysis of intensive longitudinal data from a naltrexone intervention for fibromyalgia examined in this dissertation shows the promise of system identification and control. This includes datacentric identification methods such as Model-on-Demand, which are attractive techniques for estimating nonlinear dynamical systems from noisy data. These methods rely on generating a local function approximation using a database of regressors at the current operating point, with this process repeated at every new operating condition. This dissertation examines generating input signals for data-centric system identification by developing a novel framework of geometric distribution of regressors and time-indexed output points, in the finite dimensional space, to generate sufficient support for the estimator. The input signals are generated while imposing “patient-friendly” constraints on the design as a means to operationalize single-subject clinical trials. These optimization-based problem formulations are examined for linear time-invariant systems and block-structured Hammerstein systems, and the results are contrasted with alternative designs based on Weyl's criterion. Numerical solution to the resulting nonconvex optimization problems is proposed through semidefinite programming approaches for polynomial optimization and nonlinear programming methods. It is shown that useful bounds on the objective function can be calculated through relaxation procedures, and that the data-centric formulations are amenable to sparse polynomial optimization. In addition, input design formulations are formulated for achieving a desired output and specified input spectrum. Numerical examples illustrate the benefits of the input signal design formulations including an example of a hypothetical clinical trial using the drug gabapentin. In the final part of the dissertation, the mixed logical dynamical framework for hybrid model predictive control is extended to incorporate a switching time strategy, where decisions are made at some integer multiple of the sample time, and manipulation of only one input at a given sample time among multiple inputs. These are considerations important for clinical use of the algorithm.
ContributorsDeśapāṇḍe, Sunīla (Author) / Rivera, Daniel E. (Thesis advisor) / Peet, Matthew M. (Committee member) / Si, Jennie (Committee member) / Tsakalis, Konstantinos S. (Committee member) / Arizona State University (Publisher)
Created2014
Description
This thesis focuses on sequencing questions in a way that provides students with manageable steps to understand some of the fundamental concepts in discrete mathematics. The questions are aimed at younger students (middle and high school aged) with the goal of helping young students, who have likely never seen discrete mathematics, to learn through guided discovery. Chapter 2 is the bulk of this thesis as it provides questions, hints, solutions, as well as a brief discussion of each question. In the discussions following the questions, I have attempted to illustrate some relationships between the current question and previous questions, explain the learning goals of that question, as well as point out possible flaws in students' thinking or point out ways to explore this topic further. Chapter 3 provides additional questions with hints and solutions, but no discussion. Many of the questions in Chapter 3 contain ideas similar to questions in Chapter 2, but also illustrate how versatile discrete mathematics topics are. Chapter 4 focuses on possible future directions. The overall framework for the questions is that a student is hosting a birthday party, and all of the questions are ones that might actually come up in party planning. The purpose of putting it in this setting is to make the questions seem more coherent and less arbitrary or forced.
ContributorsBell, Stephanie (Author) / Fishel, Susana (Thesis advisor) / Hurlbert, Glenn (Committee member) / Quigg, John (Committee member) / Arizona State University (Publisher)
Created2014
Description
ABSTRACT
The early desire for and the pursuit of literacy are often mentioned in the teeming volumes devoted to African-American history. However, stories, facts, and figures about the acquisition of numeracy by African Americans have not been equally documented.
The focus of this study was to search for the third R, this is the numeracy and mathematics experiences of African Americans who were born in, and before, 1933. The investigation of this generational cadre was pursued in order to develop oral histories and narratives going back to the early 1900s. This study examined formal and informal education and other relevant mathematics-related, lived experiences of unacknowledged and unheralded African Americans, as opposed to the American anomalies of African descent who are most often acknowledged, such as the Benjamin Bannekers, the George Washington Carvers, and other notables.
Quantitative and qualitative data were collected through the use of a survey and interviews. Quantitative results and qualitative findings were blended to present a nuanced perspective of African Americans learning mathematics during a period of Jim Crow, segregation, and discrimination. Their hopes, their fears, their challenges, their aspirations, their successes, and their failures are all tangential to their overall goal of seeking education, including mathematics education, in the early twentieth century. Both formal and informal experiences revealed a picture of life during those times to further enhance the literature regarding the mathematics experiences of African Americans.
Key words: Black students, historical, senior citizens, mathematics education, oral history, narrative, narrative inquiry, socio-cultural theory, Jim Crow
The early desire for and the pursuit of literacy are often mentioned in the teeming volumes devoted to African-American history. However, stories, facts, and figures about the acquisition of numeracy by African Americans have not been equally documented.
The focus of this study was to search for the third R, this is the numeracy and mathematics experiences of African Americans who were born in, and before, 1933. The investigation of this generational cadre was pursued in order to develop oral histories and narratives going back to the early 1900s. This study examined formal and informal education and other relevant mathematics-related, lived experiences of unacknowledged and unheralded African Americans, as opposed to the American anomalies of African descent who are most often acknowledged, such as the Benjamin Bannekers, the George Washington Carvers, and other notables.
Quantitative and qualitative data were collected through the use of a survey and interviews. Quantitative results and qualitative findings were blended to present a nuanced perspective of African Americans learning mathematics during a period of Jim Crow, segregation, and discrimination. Their hopes, their fears, their challenges, their aspirations, their successes, and their failures are all tangential to their overall goal of seeking education, including mathematics education, in the early twentieth century. Both formal and informal experiences revealed a picture of life during those times to further enhance the literature regarding the mathematics experiences of African Americans.
Key words: Black students, historical, senior citizens, mathematics education, oral history, narrative, narrative inquiry, socio-cultural theory, Jim Crow
ContributorsLaCount, Marilyn Ruth (Author) / Zambo, Ronald (Thesis advisor) / Flores, Alfinio (Committee member) / Koblitz, Ann Hibner (Committee member) / Zambo, Debby (Committee member) / Arizona State University (Publisher)
Created2014