Matching Items (3)
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- All Subjects: Quantitative Reasoning
- Creators: Milner, Fabio
- Creators: Joshua, Surani Ashanthi
Description
The phycologist, M. R. Droop, studied vitamin B12 limitation in the flagellate Monochrysis lutheri and concluded that its specific growth rate depended on the concentration of the vitamin within the cell; i.e. the cell quota of the vitamin B12. The Droop model provides a mathematical expression to link growth rate to the intracellular concentration of a limiting nutrient. Although the Droop model has been an important modeling tool in ecology, it has only recently been applied to study cancer biology. Cancer cells live in an ecological setting, interacting and competing with normal and other cancerous cells for nutrients and space, and evolving and adapting to their environment. Here, the Droop equation is used to model three cancers.
First, prostate cancer is modeled, where androgen is considered the limiting nutrient since most tumors depend on androgen for proliferation and survival. The model's accuracy for predicting the biomarker for patients on intermittent androgen deprivation therapy is tested by comparing the simulation results to clinical data as well as to an existing simpler model. The results suggest that a simpler model may be more beneficial for a predictive use, although further research is needed in this field prior to implementing mathematical models as a predictive method in a clinical setting.
Next, two chronic myeloid leukemia models are compared that consider Imatinib treatment, a drug that inhibits the constitutively active tyrosine kinase BCR-ABL. Both models describe the competition of leukemic and normal cells, however the first model also describes intracellular dynamics by considering BCR-ABL as the limiting nutrient. Using clinical data, the differences in estimated parameters between the models and the capacity for each model to predict drug resistance are analyzed.
Last, a simple model is presented that considers ovarian tumor growth and tumor induced angiogenesis, subject to on and off anti-angiogenesis treatment. In this environment, the cell quota represents the intracellular concentration of necessary nutrients provided through blood supply. Mathematical analysis of the model is presented and model simulation results are compared to pre-clinical data. This simple model is able to fit both on- and off-treatment data using the same biologically relevant parameters.
First, prostate cancer is modeled, where androgen is considered the limiting nutrient since most tumors depend on androgen for proliferation and survival. The model's accuracy for predicting the biomarker for patients on intermittent androgen deprivation therapy is tested by comparing the simulation results to clinical data as well as to an existing simpler model. The results suggest that a simpler model may be more beneficial for a predictive use, although further research is needed in this field prior to implementing mathematical models as a predictive method in a clinical setting.
Next, two chronic myeloid leukemia models are compared that consider Imatinib treatment, a drug that inhibits the constitutively active tyrosine kinase BCR-ABL. Both models describe the competition of leukemic and normal cells, however the first model also describes intracellular dynamics by considering BCR-ABL as the limiting nutrient. Using clinical data, the differences in estimated parameters between the models and the capacity for each model to predict drug resistance are analyzed.
Last, a simple model is presented that considers ovarian tumor growth and tumor induced angiogenesis, subject to on and off anti-angiogenesis treatment. In this environment, the cell quota represents the intracellular concentration of necessary nutrients provided through blood supply. Mathematical analysis of the model is presented and model simulation results are compared to pre-clinical data. This simple model is able to fit both on- and off-treatment data using the same biologically relevant parameters.
ContributorsEverett, Rebecca Anne (Author) / Kuang, Yang (Thesis advisor) / Nagy, John (Committee member) / Milner, Fabio (Committee member) / Crook, Sharon (Committee member) / Jackiewicz, Zdzislaw (Committee member) / Arizona State University (Publisher)
Created2015
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
This dissertation reports three studies about what it means for teachers and students to reason with frames of reference: to conceptualize a reference frame, to coordinate multiple frames of reference, and to combine multiple frames of reference. Each paper expands on the previous one to illustrate and utilize the construct of frame of reference. The first paper is a theory paper that introduces the mental actions involved in reasoning with frames of reference. The concept of frames of reference, though commonly used in mathematics and physics, is not described cognitively in any literature. The paper offers a theoretical model of mental actions involved in conceptualizing a frame of reference. Additionally, it posits mental actions that are necessary for a student to reason with multiple frames of reference. It also extends the theory of quantitative reasoning with the construct of a ‘framed quantity’. The second paper investigates how two introductory calculus students who participated in teaching experiments reasoned about changes (variations). The data was analyzed to see to what extent each student conceptualized the variations within a conceptualized frame of reference as described in the first paper. The study found that the extent to which each student conceptualized, coordinated, and combined reference frames significantly affected his ability to reason productively about variations and to make sense of his own answers. The paper ends by analyzing 123 calculus students’ written responses to one of the tasks to build hypotheses about how calculus students reason about variations within frames of reference. The third paper reports how U.S. and Korean secondary mathematics teachers reason with frame of reference on open-response items. An assessment with five frame of reference tasks was given to 539 teachers in the US and Korea, and the responses were coded with rubrics intended to categorize responses by the extent to which they demonstrated conceptualized and coordinated frames of reference. The results show that the theory in the first study is useful in analyzing teachers’ reasoning with frames of reference, and that the items and rubrics function as useful tools in investigating teachers’ meanings for quantities within a frame of reference.
ContributorsJoshua, Surani Ashanthi (Author) / Thompson, Patrick W (Thesis advisor) / Carlson, Marilyn (Committee member) / Roh, Kyeong Hah (Committee member) / Middleton, James (Committee member) / Culbertson, Robert (Committee member) / Arizona State University (Publisher)
Created2019