Matching Items (8)
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- Creators: Carlson, Marilyn
- Creators: Lanchier, Nicholas
- Creators: Johnson, Kory Alfred
- All Subjects: Convergence
- All Subjects: Covariational Reasoning
- All Subjects: Ensemble Learning
- Member of: Theses and Dissertations
Description
This dissertation describes an investigation of four students' ways of thinking about functions of two variables and rate of change of those two-variable functions. Most secondary, introductory algebra, pre-calculus, and first and second semester calculus courses do not require students to think about functions of more than one variable. Yet vector calculus, calculus on manifolds, linear algebra, and differential equations all rest upon the idea of functions of two (or more) variables. This dissertation contributes to understanding productive ways of thinking that can support students in thinking about functions of two or more variables as they describe complex systems with multiple variables interacting. This dissertation focuses on modeling the way of thinking of four students who participated in a specific instructional sequence designed to explore the limits of their ways of thinking and in turn, develop a robust model that could explain, describe, and predict students' actions relative to specific tasks. The data was collected using a teaching experiment methodology, and the tasks within the teaching experiment leveraged quantitative reasoning and covariation as foundations of students developing a coherent understanding of two-variable functions and their rates of change. The findings of this study indicated that I could characterize students' ways of thinking about two-variable functions by focusing on their use of novice and/or expert shape thinking, and the students' ways of thinking about rate of change by focusing on their quantitative reasoning. The findings suggested that quantitative and covariational reasoning were foundational to a student's ability to generalize their understanding of a single-variable function to two or more variables, and their conception of rate of change to rate of change at a point in space. These results created a need to better understand how experts in the field, such as mathematicians and mathematics educators, thinking about multivariable functions and their rates of change.
ContributorsWeber, Eric David (Author) / Thompson, Patrick (Thesis advisor) / Middleton, James (Committee member) / Carlson, Marilyn (Committee member) / Saldanha, Luis (Committee member) / Milner, Fabio (Committee member) / Van de Sande, Carla (Committee member) / Arizona State University (Publisher)
Created2012
Description
Much research has been devoted to identifying trends in either convergence upon a neoliberal model or divergence among welfare states in connection to globalization, but most research has focused on advanced industrialized countries. This has limited our understanding of the current state of convergence or divergence, especially among welfare states in developing regions. To address this research gap and contribute to the broader convergence vs. divergence debate, this research explores welfare state variation found within Latin America, in terms of the health policy domain, through the use of cross-national data from 18 countries collected between the period of 1995 to 2010 and the application of a series of descriptive and regression analysis techniques. Analyses revealed divergence within Latin America in the form of three distinct welfare states, and that among these welfare states income inequality, trust in traditional public institutions, and democratization, are significantly related to welfare state type and health performance.
ContributorsJohnson, Kory Alfred (Author) / Martin, Nathan (Thesis director) / Gonzales, Vanna (Committee member) / Barrett, The Honors College (Contributor) / School of Social Transformation (Contributor) / School of Politics and Global Studies (Contributor)
Created2014-05
Description
This is a report of a study that investigated the thinking of a high-achieving precalculus student when responding to tasks that required him to define linear formulas to relate covarying quantities. Two interviews were conducted for analysis. A team of us in the mathematics education department at Arizona State University initially identified mental actions that we conjectured were needed for constructing meaningful linear formulas. This guided the development of tasks for the sequence of clinical interviews with one high-performing precalculus student. Analysis of the interview data revealed that in instances when the subject engaged in meaning making that led to him imagining and identifying the relevant quantities and how they change together, he was able to give accurate definitions of variables and was usually able to define a formula to relate the two quantities of interest. However, we found that the student sometimes had difficulty imagining how the two quantities of interest were changing together. At other times he exhibited a weak understanding of the operation of subtraction and the idea of constant rate of change. He did not appear to conceptualize subtraction as a quantitative comparison. His inability to conceptualize a constant rate of change as a proportional relationship between the changes in two quantities also presented an obstacle in his developing a meaningful formula that relied on this understanding. The results further stress the need to develop a student's ability to engage in mental operations that involve covarying quantities and a more robust understanding of constant rate of change since these abilities and understanding are critical for student success in future courses in mathematics.
ContributorsKlinger, Tana Paige (Author) / Carlson, Marilyn (Thesis director) / Thompson, Pat (Committee member) / Barrett, The Honors College (Contributor) / School of Mathematical and Statistical Sciences (Contributor)
Created2014-05
Description
The ideas of measurement and measurement comparisons (e.g., fractions, ratios, quotients) are introduced to students in elementary school. However, studies report that students of all ages have difficulty comparing two quantities in terms of their relative size. Students often understand fractions such as 3/7 as part-whole relationships or “three out of seven.” These limited conceptions have been documented to have implications for understanding the quotient as a measure of relative size and when learning other foundational ideas in mathematics (e.g., rate of change). Many scholars have identified students’ ability to conceptualize the relative size of two quantities values as important for learning specific ideas such as constant rate of change, exponential growth, and derivative. However, few researchers have focused on students’ ways of thinking about multiplicatively comparing two quantities’ values as they vary together across select topics in precalculus. Relative size reasoning is a way of thinking one has developed when conceptualizing the comparison of two quantities’ values multiplicatively, as their values vary in tandem. This document reviews literature related to relative size reasoning and presents a conceptual analysis that leverages this research in describing what I mean by a relative size comparison and what it means to engage in relative size reasoning. I further illustrate the role of relative size reasoning in understanding rate of change, multiplicative growth, rational functions, and what a graph’s concavity conveys about how two quantities’ values vary together.
This study reports on three beginning calculus students’ ways of thinking as they completed tasks designed to elicit students’ relative size reasoning. The data revealed 4 ways of conceptualizing the idea of quotient and highlights the affordances of conceptualizing a quotient as a measure of the relative size of two quantities’ values. The study also reports data from investigating the validity of a collection of multiple-choice items designed to assess students’ relative size reasoning (RSR) abilities. Analysis of this data provided insights for refining the questions and answer choices for these assessment items.
ContributorsLock, Kayla Ashley (Author) / Carlson, Marilyn (Thesis advisor) / Apkarian, Naneh (Thesis advisor) / Strom, April (Committee member) / Byerley, Cameron (Committee member) / Roh, Kyeong-Hah (Committee member) / Arizona State University (Publisher)
Created2023
Description
Over the last several centuries, mathematicians have developed sophisticated symbol systems to represent ideas often imperceptible to their five senses. Although conventional definitions exist for these notations, individuals attribute their personalized meanings to these symbols during their mathematical activities. In some instances, students might (1) attribute a non-normative meaning to a conventional symbol or (2) attribute viable meanings for a mathematical topic to a novel symbol. This dissertation aims to investigate the relationships between students’ meanings and personal algebraic expressions in the context of one topic: infinite series convergence. To this end, I report the results of two individual constructivist teaching experiments in which first-time second-semester university calculus students constructed symbols (called personal expressions) to organize their thinking about various topics related to infinite series. My results comprise three distinct sections. First, I describe the intuitive meanings that the two students, Monica and Sylvia, exhibited for infinite series convergence before experiencing formal instruction on the topic. Second, I categorize the meanings these students attributed to their personal expressions for series topics and propose symbol categories corresponding to various instantiations of each meaning. Finally, I describe two situations in which students modified their personal expressions throughout several interviews to either (1) distinguish between examples they initially perceived as similar or (2) modify a previous personal expression to symbolize two ideas they initially perceived as distinct. To conclude, I discuss the research and teaching implications of my explanatory frameworks for students’ symbolization. I also provide an initial theoretical framing of the cognitive mechanisms by which students create, maintain, and modify their personal algebraic representations.
ContributorsEckman, Derek (Author) / Roh, Kyeong Hah (Thesis advisor) / Carlson, Marilyn (Committee member) / Martin, Jason (Committee member) / Spielberg, John (Committee member) / Zazkis, Dov (Committee member) / Arizona State University (Publisher)
Created2023
Description
This dissertation investigates the classification of systemic lupus erythematosus (SLE) in the presence of non-SLE alternatives, while developing novel curve classification methodologies with wide ranging applications. Functional data representations of plasma thermogram measurements and the corresponding derivative curves provide predictors yet to be investigated for SLE identification. Functional nonparametric classifiers form a methodological basis, which is used herein to develop a) the family of ESFuNC segment-wise curve classification algorithms and b) per-pixel ensembles based on logistic regression and fused-LASSO. The proposed methods achieve test set accuracy rates as high as 94.3%, while returning information about regions of the temperature domain that are critical for population discrimination. The undertaken analyses suggest that derivate-based information contributes significantly in improved classification performance relative to recently published studies on SLE plasma thermograms.
ContributorsBuscaglia, Robert, Ph.D (Author) / Kamarianakis, Yiannis (Thesis advisor) / Armbruster, Dieter (Committee member) / Lanchier, Nicholas (Committee member) / McCulloch, Robert (Committee member) / Reiser, Mark R. (Committee member) / Arizona State University (Publisher)
Created2018
Description
I investigate two models interacting agent systems: the first is motivated by the flocking and swarming behaviors in biological systems, while the second models opinion formation in social networks. In each setting, I define natural notions of convergence (to a ``flock" and to a ``consensus'', respectively), and study the convergence properties of each in the limit as $t \rightarrow \infty$. Specifically, I provide sufficient conditions for the convergence of both of the models, and conduct numerical experiments to study the resulting solutions.
ContributorsTheisen, Ryan (Author) / Motsch, Sebastien (Thesis advisor) / Lanchier, Nicholas (Committee member) / Kostelich, Eric (Committee member) / Arizona State University (Publisher)
Created2018
Description
Power flow calculation plays a significant role in power system studies and operation. To ensure the reliable prediction of system states during planning studies and in the operating environment, a reliable power flow algorithm is desired. However, the traditional power flow methods (such as the Gauss Seidel method and the Newton-Raphson method) are not guaranteed to obtain a converged solution when the system is heavily loaded.
This thesis describes a novel non-iterative holomorphic embedding (HE) method to solve the power flow problem that eliminates the convergence issues and the uncertainty of the existence of the solution. It is guaranteed to find a converged solution if the solution exists, and will signal by an oscillation of the result if there is no solution exists. Furthermore, it does not require a guess of the initial voltage solution.
By embedding the complex-valued parameter α into the voltage function, the power balance equations become holomorphic functions. Then the embedded voltage functions are expanded as a Maclaurin power series, V(α). The diagonal Padé approximant calculated from V(α) gives the maximal analytic continuation of V(α), and produces a reliable solution of voltages. The connection between mathematical theory and its application to power flow calculation is described in detail.
With the existing bus-type-switching routine, the models of phase shifters and three-winding transformers are proposed to enable the HE algorithm to solve practical large-scale systems. Additionally, sparsity techniques are used to store the sparse bus admittance matrix. The modified HE algorithm is programmed in MATLAB. A study parameter β is introduced in the embedding formula βα + (1- β)α^2. By varying the value of β, numerical tests of different embedding formulae are conducted on the three-bus, IEEE 14-bus, 118-bus, 300-bus, and the ERCOT systems, and the numerical performance as a function of β is analyzed to determine the “best” embedding formula. The obtained power-flow solutions are validated using MATPOWER.
This thesis describes a novel non-iterative holomorphic embedding (HE) method to solve the power flow problem that eliminates the convergence issues and the uncertainty of the existence of the solution. It is guaranteed to find a converged solution if the solution exists, and will signal by an oscillation of the result if there is no solution exists. Furthermore, it does not require a guess of the initial voltage solution.
By embedding the complex-valued parameter α into the voltage function, the power balance equations become holomorphic functions. Then the embedded voltage functions are expanded as a Maclaurin power series, V(α). The diagonal Padé approximant calculated from V(α) gives the maximal analytic continuation of V(α), and produces a reliable solution of voltages. The connection between mathematical theory and its application to power flow calculation is described in detail.
With the existing bus-type-switching routine, the models of phase shifters and three-winding transformers are proposed to enable the HE algorithm to solve practical large-scale systems. Additionally, sparsity techniques are used to store the sparse bus admittance matrix. The modified HE algorithm is programmed in MATLAB. A study parameter β is introduced in the embedding formula βα + (1- β)α^2. By varying the value of β, numerical tests of different embedding formulae are conducted on the three-bus, IEEE 14-bus, 118-bus, 300-bus, and the ERCOT systems, and the numerical performance as a function of β is analyzed to determine the “best” embedding formula. The obtained power-flow solutions are validated using MATPOWER.
ContributorsLi, Yuting (Author) / Tylavsky, Daniel J (Thesis advisor) / Undrill, John (Committee member) / Vittal, Vijay (Committee member) / Arizona State University (Publisher)
Created2015