Choice Of Examples Research Articles

Teachers’ mathematical work based on examples presented in the teaching of algebra in secondary education

Both international examination results and scientific evidence related to the teaching and learning of school algebra point to the necessity for analyzing mathematical practice in the classroom. In this context, we have formulated the research objective of characterizing the mathematical work that teachers favor based on the examples that they implement in the teaching of topics within the domain of secondary school algebra. To this end, this study is situated within the interpretive paradigm utilizing an instrumental collective case study approach. The study design entails the selection of two representative cases of mathematics teachers in Chilean schools, with the objective of understanding and describing their mathematical work in the secondary school classroom based on the examples they present. The results show that the first teacher utilizes varied examples that activate distinct forms of mathematical thinking, promoting the activation of both instrumental and discursive genesis. In contrast, the second teacher follows a more traditional approach, with the use of examples to illustrate and motivate, and a direct presentation of knowledge, activating primarily semiotic genesis, in which a transition between the numerical and the algebraic is lacking. Ultimately, the results highlight the importance of deeper consideration of the choice of examples in the teaching of algebra and how these examples can influence students’ learning. Furthermore, additional ideas are put forward for future work in this line of research associated with the use of examples in the classroom.

We-Narratives: Collective Storytelling in Contemporary Fiction

We-Narratives: Collective Storytelling in Contemporary Fiction

Adaptive Batch Size Selection in Active Learning for Regression

Training supervised machine learning models requires labeled examples. A judicious choice of examples is helpful when there is a significant cost associated with assigning labels. This article improves upon a promising extant method – Batch-mode Expected Model Change Maximization (B-EMCM) method – for selecting examples to be labeled for regression problems. Specifically, it develops and evaluates alternate strategies for adaptively selecting batch size in B-EMCM.<br/> By determining the cumulative error that occurs from the estimation of the stochastic gradient descent, a stop criteria for each iteration of the batch can be specified to ensure that selected candidates are the most beneficial to model learning. This new methodology is compared to B-EMCM via mean absolute error and root mean square error over ten iterations benchmarked against machine learning data sets.<br/> Using multiple data sets and metrics across all methods, one variation of AB-EMCM, the max bound of the accumulated error (AB-EMCM Max), showed the best results for an adaptive batch approach. It achieved better root mean squared error (RMSE) and mean absolute error (MAE) than the other adaptive and nonadaptive batch methods while reaching the result in nearly the same number of iterations as the non-adaptive batch methods.

The Ecology of Meat

The Ecology of Meat

The Cultural Philosophy of the Forest in the Eponymous Play by A.N. Ostrovsky

For the first time, “The Forest” by A. N. Ostrovsky is analyzed in the terms of cultural philosophy, which determines its relevance. The problem in question is investigated using a number of methods, the most significant being the analytical, historical-cultural method using a general cultural-philosophical approach to understanding the essence and semantic field of the phenomenon of “forest”. On the basis of the articles by A.A. Grigoriev, the author outlines the worldview of the playwright, defined as the organic development of community life. The main meaning and semantic field of such a natural and cultural phenomenon as “forest” are considered, and the most significant examples relevant to the given problem, drawn from ancient, Italian and folk cultures, as well as testimonies from the playwright’s contemporaries, are brought forward. The choice of examples is explained by A. N. Ostrovsky’s knowledge of foreign languages, which allowed him, among other things, to be engaged in translation activities, and also to study authors writing about folk culture. All that was reflected in the language and plots of his plays. The article presents a detailed analysis of “The Forest” and reveals all the semantic shades in the use of the word “forest”, their functions in the description of the characters and the development of the plot. The philosophical and socio-cultural meanings of the “forest” as a phenomenon of Russian life are clarified. Special attention is paid to the symbolist tendencies in the play, which fit into the general pursuit of time, not only in the life of the playwright, but also later. The methodological basis of the author’s reflections is ontologism, meaning here the reality of the hidden essences of being in their objective expression. On this basis, the cultural-philosophical approach to A. N. Ostrovsky’s play “The Forest” allowed to reveal all the meanings of the word “forest”, to structure these meanings, to determine their place in the development of the plot and to show their role in the formation of the characters’ personalities. In addition, it was the cultural-philosophical approach to the “forest” phenomenon that allowed to see the hidden symbolism of the play, which makes “The Forest” by A. N. Ostrovsky an object of the research on the late XIXth century.

THE BEAUTIFUL GIRL: AN EROTIC READING OF SOCRATES’ FIRST ARGUMENT IN PLATO'S HIPPIAS MAJOR

ABSTRACTThis article looks to Attic comedy to explain Socrates’ first argument in Plato's Hippias Major: his refutation of Hippias’ claim that the Beautiful is a beautiful girl. As part of his argument, Socrates introduces three examples of beautiful things—a mare (θήλεια ἵππος), a lyre (λύρα) and a pot (χύτρα)—all of which are used in comedy as metaphorical obscenities for sexualized women. The author contends that an erotic reading of the text accomplishes what no other interpretation can: (1) a unified account of the passage that (2) allows for Socrates’ successful refutation of (3) a proposal in keeping with Hippias’ character. In addition, it explains (4) Socrates’ choice of examples—in particular, the rarely cited χύτρα—and (5) Hippias’ otherwise inexplicable reaction to the χύτρα, as well as (6) the analogous relationship of monkeys and men to pots and girls.

The Comedian as Confidence Man: Studies in Irony Fatigue

The Comedian as Confidence Man: Studies in Irony Fatigue

Preservice teachers’ experiences with digital formative assessment in mathematics

ABSTRACT This study investigated the experience of preservice mathematics teachers working with example-eliciting tasks (EET) on an online formative assessment platform. The study focused on the effect of working with EETs on the preservice teachers’ (PSTs) professional noticing of learners’ mathematical thinking. Participants included nine PSTs studying for their master's degree in a teacher education college in Israel. The PSTs were presented with their own responses and peer's responses about an angle bisector activity, and semi-structured interviews were conducted following the completion of course meetings. Qualitative methods were used to analyse the data. The findings show that the PSTs’ experiences of engagement with EETs were reflected in their noticing skills: attending, interpreting and responding. The findings also show that PSTs paid special attention to the variance between submitted examples and noticed the differences between answers. Their experiences also affected their knowledge of content and teaching, namely the proper sequence of instruction and the choice of examples for use in the classroom to facilitate deeper understanding of concepts. Finally, the findings indicate that using EETs on an online formative assessment platform enhanced the noticing skills of PSTs.

Secondary Mathematics Teachers' Content Knowledge for Teaching the Concept of Function

This study examined secondary mathematics teachers' content knowledge for teaching the concept of function. Content knowledge, for the purpose of this study, includes the common content knowledge and specialized content knowledge domains of Ball and her colleagues' Mathematical Knowledge for Teaching (MKT) framework. Data were collected through a 10-item questionnaire from 42 teachers practicing at fifteen different industrial vocational high schools in Ankara, Turkey. Findings revealed that most of the teachers placed a strong emphasis on the set correspondence and algebraic representations; found the uniqueness condition of functions very important for students to understand; and had a wide repertoire of examples of functions which constitute the uniqueness condition. The teachers' choice of examples mostly included giving set correspondence relations and checking whether they define a function. Additionally, a strong focus on the computational aspects associated with functions was evident. The teachers' understanding of the function concept might be influenced by the curricular materials, contextual factors, and high-stakes testing. The methodological and practical implications of these findings are discussed, and directions for future studies are offered.

A record-keeping approach to managing IoT-data for government agencies

Purpose Particular attention to the issue of information management will be required to meet the expected growth in IoT-devices and the data they generate. As government agencies start collecting and using such information, they must also deal with the issue of privacy, to comply with laws and regulations. The approach discussed here shows that record-keeping principles may form part of a solution to the issue of managing IoT-data for government agencies. Design/methodology/approach This study uses the generally accepted record-keeping principles as a basis for a high-level discussion on how IoT-data can be managed. This is followed by a presentation and discussion on how the Norwegian record-keeping standard, Noark, can be extended to highlight practical issues. Findings Record keeping has principles that are relevant to the management of IoT-data. Further an implementation of the chosen use-cases is possible based on an existing record keeping standard. Record keeping is one of many information science approaches that can manage IoT-data. Research limitations/implications The main limitations are that the discussion cannot cover all types of IoT-devices, nor can all issues be captured with a limited choice of examples. The results should be seen within the context of the types of devices discussed and limited to the chosen use-cases. However, the level of abstraction used means the results may be applicable to similar scenarios. Originality/value The approach shows that record-keeping principles may be used as an approach to manage IoT-data. This discussion is useful when compared with other information science approaches, e.g. big-data or semantic Web approaches. The practicalities of a record-keeping approach are also discussed and relevant strengths and weaknesses are showed.

Nicholas I and His Dramatic Censors Tackle Opera

The trope of “censorship brutality” during the reign of Nicholas I obscures the complexity and nuance of censorship as an institution, system, and practice. This study explores the dynamics of dramatic censorship as it manifested itself in opera. Drawing on new archival documents, it integrates different facets of opera censorship into a holistic narrative and positions the censors at its center, treating them as guardians of the status quo, interpreters of the censorship statutes, mediators between authors and the state, creative collaborators, and aesthetes. The choice of examples captures different decades, national operatic traditions, and censors.

Współczesny, mądry i piękny Detal. Część 2.

Architecture is, to a large extent, perceived through its details – visible in public spaces, landscapes, buildings. The topic of detailing needs special attention especially because of the deficiency of quality – a lack of cultural values and functionality of many objects, spaces and places constituting our contemporary daily surroundings. Observation of our environment with a sensitive eye, but also the data of public opinion polls prove that a general need and care for solutions that add to functionality, beauty, structural wisdom is not a priority. Objects that are designed and realised with care make a well visible contrast in comparison with common neglect. The opinion of Christopher Alexander and his colleagues can be mentioned, on the two tendencies in approach to the Earth’s environment, shown as two world systems – the one creative and supporting life and a destructive one. The potentially expected growing quality of detailing (meaning the general improvement of architectural quality directed towards suporting life) would require better education within design professions as well as teaching modern art history and schooling of perception for general public. Aiming for this quality has also a moral dimension. A short personal choice of examples, especially the ones reminding the time of early modernity (the beginning of 20th Century) may prove how interesting it can be to see what kind of detailing remains after rejecting of historicisms of the preceding age. The detailing noticeable in public spaces belongs to a large extent to civil engineers for whom spatial qualities should also be the aim.

Współczesny, mądry i piękny detal

Architecture is, to a large extent, perceived through its details – visible in public spaces, landscapes, buildings. The topic of detailing needs special attention especially because of the deficiency of quality – a lack of cultural values and functionality of many objects, spaces and places constituting our contemporary daily surroundings. Observation of our environment with a sensitive eye, but also the data of public opinion polls prove that a general need and care for solutions that add to functionality, beauty, structural wisdom is not a priority. Objects that are designed and realised with care make a well visible contrast in comparison with common neglect. The opinion of Christopher Alexander and his colleagues can be mentioned, on the two tendencies in approach to the Earth’s environment, shown as two world systems – the one creative and supporting life and a destructive one. The potentially expected growing quality of detailing (meaning the general improvement of architectural quality directed towards suporting life) would require better education within design professions as well as teaching modern art history and schooling of perception for general public. Aiming for this quality has also a moral dimension. A short personal choice of examples, especially the ones reminding the time of early modernity (the beginning of 20th Century) may prove how interesting it can be to see what kind of detailing remains after rejecting of historicisms of the preceding age. The detailing noticeable in public spaces belongs to a large extent to civil engineers for whom spatial qualities should also be the aim.

La alternancia de los modos subjuntivo e indicativo después de el hecho de que en los periódicos en línea

Alternation of subjunctive and indicative following el hecho de que ‘the fact that’ in online newspapersThe objective of this paper is to analyse the alternation between subjunctive and indicative moods following the expression el hecho de que ‘the fact that’ in articles from online newspapers. The expression el hecho de que is of a different nature than other expressions which usually require the use of subjunctive in Spanish, such as dubitative or emotional predicates, given that it does not express doubt or feeling, but reality. In the analysis of shifting moods following this expression, it will be indispensable to employ the research based on the theory of relevance and pragmatics and take full context into account. The choice of examples to analyse from articles from online newspapers will enable us to draw conclusions about shifting moods in the contemporary language and its functions in the journalistic discourse.

Ornamente transzendental und empirisch. Zu Kants Kritik der Urteilskraft und zu den Tätowierungen der »Neuseeländer«

Abstract By exploring the relation between the transcendental functions and the empirical and historical implications of the notion of »ornament« in Immanuel Kant’s Critique of the power of judgement, this article argues that Kant tried to establish the concept of ornament as a link between the pure formality of the aesthetic judgement and concrete empirical instances of beauty. Following a discussion of Kant’s emphasis on »exemplarity« and an analysis of his choice of examples of beauty, the article explores the conflict between Kant’s notion of the human body as an »ideal of beauty« and his famous disapproval of ornamental lines in the faces of Maori people. Finally, it considers the modes of representation of leading Maori, their garments, and their facial tā moko in the late nineteenth-century portraits of Gottfried Lindauer and Samuel E. Stuart, and advocates a dual reading of these portraits as both conforming to and contradicting the Kantian model of human beauty.

Kurs pozaformalny w edukacji moralnej studentów medycyny i młodych lekarzy

In the article I discuss three types of non-formal curriculum: the hidden, informal and null curriculum. Their negative impact on the moral education of medical students and physicians is documented through the choice of examples from Polish medical schools and the statements of Polish physicians.I also justify the thesis that the teaching of medical ethics as ethics-as-tools is deeply rooted within the Polish moral cultural tradition. The polemic with Wladyslaw Bieganski serves as a means of showing the relation between the medical moral tradition and the belief that medical ethic is of little importance in the moral education of medical students and doctors.I also indicate that the lack of references to medical schools as moral entities within moral education condemns physicians to the solitude of their personal conscience when confronted with moral decisions. This, in turn, promotes the idea of defining this conscience in opposition to the law.

Catharsis and vicarious fear

AbstractThe aim of this paper is to give a new interpretation of Aristotle's account of the emotions evoked in the course of engaging with tragic narratives that would give rise to a coherent account of catharsis. Very briefly, the proposal is that tragedy triggers vicarious (or other‐centered) emotions and catharsis is the purgation of such emotions. I argue that this interpretation of “fear and pity” as vicarious emotions is consistent with both Aristotle's account of emotions and his account of catharsis and also with his choice of examples for tragedies that trigger catharsis.

Early American Studies in the Age of Trump

Early American Studies in the Age of Trump Anna Mae Duane (bio) Press and Speech under Assault: The Early Supreme Court Justices, the Sedition Act of 1798, and the Campaign against Dissent wendell bird New York: Oxford University Press, 2016 568 pp. Self-Evident Truths: Contesting Equal Rights from the Revolution to the Civil War richard d. brown New Haven, CT: Yale University Press, 2017 400 pp. A Temperate Empire: Making Climate Change in Early America anya zilberstein New York: Oxford University Press, 2016 264 pp. As 2017 drew to a close, CNN impaneled a group of experts to respond to a pressing question (State of the Union). Did Barack Obama overstep the bounds of political decorum—and historical accuracy—when he made a historical analogy that compared Donald Trump to Adolf Hitler? Earlier that week, Obama had warned an assembled group that they needed to guard against complacency if they wanted to avoid finding themselves, as Germans had in 1933, overtaken by a horror they had been too complacent to fight when they had the chance. Was Obama, the moderator wanted to know, being inflammatory by invoking the terrors of the past to motivate voters in the present? At least one of the respondents didn't feel that pulling from history was the problem, but took the former president to task for using the wrong history in his argument. Nazi Germany was not an apt analogy for our current moment, the pundit declared, but Watergate surely was. Even with this quibble about the choice of example, everyone [End Page 953] on the panel seemed to agree on one thing: we need the past as a gauge to explain the present. We can only know where we are by looking at where we've been. For scholars in early American culture who have long endured allegations that our scholarship had little applicability to the problems of "real life," this current hunger for historical knowledge can seem a bit disorienting. Beyond the questions of what the study of early US culture can tell us about our current moment, there is much in our present that puts pressure on how we can study the past. Throughout academia, but especially within the field of early American studies, every post-2016 conversation is newly fraught with questions about how we can do our work and why it matters. Even as scholars find ourselves in a bewilderingly postfactual era, pundits have blamed academics for causing this mess in the first place. Late 2016 and early 2017 were awash in think pieces that suggested that it was the intellectual turn away from the notion of universal truth that allowed an inveterate conman to snag the highest elected office in the land. "Derrida and his fellow deconstructionists have uncoupled words from meaning," chided a March 2016 article, and it was the spread of such a destabilizing approach to truth that allowed Trump to "get away with saying one thing and then its opposite" (Kelly; see also Heer and Williams). While it stretches credibility to blame Jacques Derrida for an election effectively decided by a handful of voters in midwestern states, Trumpism's sustained attack on authority—in academia, in journalism, in government itself—has forced us all to reassess, if not realign, our own relationship to truth, and our own methodologies for excavating it. Consider, as just one example among many, the confrontation between Trump—who loves to invoke the word history when touting his own accomplishments—and the historians who pointed out that he was, quite simply, making stuff up. Back in 2015, the New York Times reported on a plaque Trump had erected at one of his golf courses in Virginia, claiming that particular green as an important site of American history. The plaque read: "Many great American soldiers, both of the North and South, died at this spot. The casualties were so great that the water would turn red and thus became known as 'The River of Blood.' It is my great honor to have preserved this important section of the Potomac River!—Donald John Trump." When the Times reporter cited historians who insisted that there had actually been no Civil War battles at...

Relationships between proof and examples: Comments arising from the papers in this issue

The papers in this issue provide an excellent example of how pertinent distinctions which emerge from analysis of significant data sets can be communicated to colleagues and used to make sense of observations. The distinctions are vividly described, illustrated and exemplified, and used to chart maturation in student use of examples from middle school, through high school and into university. Curiously, no corresponding maturation was detected in students’ choice of examples to use for themselves. Contrast was detected between the way students used the same examples for comprehending a conjecture and testing its validity, and the way that some mathematicians used specifically constructed examples for locating underlying structure.What emerged for me from reading these papers is confirmation of the central role of attention, the productiveness of engaging students at the earliest ages and throughout their schooling with the detection and expression of generality, and the importance of being explicit about the scope of generality encompassed by a claim. Purposeful use of examples by students could be expected to develop as teachers explicitly use examples purposefully with and for students. A reasonable conjecture might be that getting students to be explicit about the scope of generality, of possible variation of which they are aware, might shed light on obstacles and barriers to reasoning which might otherwise lead to proof.

What an Internist Needs to Know about Statistics

The basics of medical statistics can be readily understood but are often approached by clinicians as if mysterious or forbidding. This may be because statistics was poorly taught at medical school or due to a tendency for articles on statistics to rapidly overcomplicate concepts. It is our hope that this series will be enlightening and provide a solid grounding in the building blocks to all evidence-based medicine.This series is divided into the three main statistical areas: descriptive statistics as may be used commonly in audit projects, inferential statistics as may be used in therapeutic trials, and diagnostic tests in which sensitivity and specificity are important. Statistical concepts are illustrated with examples predominantly from the critical care literature. The choice of examples, however, should be regarded as non-significant when compared with any personal clinical practice. (There is no p value for this statement.)