Correct Argument Research Articles

Investigating students’ arguments with real-life functional situations throughout a sequence of collaborative activities

Recent years have seen increasing interest in providing students with opportunities for developing important argumentation skills in the mathematics classroom. Social interactions with peers to critique alternative ideas, justify arguments, and build consensus, have been found to promote deep thinking and meaningful development of concepts. In this study we explored 9<sup>th</sup>-grade students’ interactions during a sequence of specifically designed argumentation tasks on real-life functional situations to investigate the appropriateness of their arguments. Data were collected from the students’ written task responses, student reflections, small-group observations, individual interviews with the group members, and teacher interviews. Analysis of the level of appropriateness of the students’ individual and group written responses in each activity focused on three aspects: identifying variables, forming relations between them, and noticing contextual features of the real-life situation. We found evidence of students grappling with selecting two suitable variables and with conceptualizing the nature of their relation. It also appeared that aspects of the students’ social interactions played a role in students ignoring correct arguments and accepting incorrect arguments. We discuss implications for small-group argumentation and suggest avenues for future research.

A Plea for Pluralism

Mainstream economics is one way of understanding how the economy works, but mainstream economists argue much more: that mainstream economics is the onlyway of understanding the economy. Mainstream economists should embrace pluralism for reasons suggested by John Stuart Mill: as a guard against the tyranny of the majority, a tyranny that fortifies itself against doubt not by reason but by power; even if the majority is right and the doubters wrong, engaging with doubt is a way to strengthen correct arguments; and, most likely, according to Mill, there is partial truth on the side of heterodoxy as well as on the orthodox side. The two elements of the power of mainstream economists are related: the police power over what is and what is not published in the major journals, and the role of publication in these journals in the tenure process. Pluralism is not an issue of concern to academics only. Economists of all stripes may try to construct the economy in the image of their theories, but for some time the mainstream has had the upper hand, just as it does in the academy. The push to deregulate the economy, which began in the United States during the Carter presidency, had its full flowering in the financial crisis of 2008.What will it take to allow heterodoxy into the academy? If history is any guide, innovations in economics take root when they are allied to successful political movements. One case in point is the symbiosis between Keynes’s General Theory and the New Deal and social democracy. Another is the resurgence of pre-Keynesian theory dressed up in the high-tech mathematics of New Classical theory and the coming to power of the apostles of neoliberalism in the 1980s. It’s a good bet that for a new economics to take hold in this century, it will do so in partnership, however tacit, with a new politics.

The correct argument has changed

The correct argument has changed

Examples and corrections concerning Ri-sets

In 1980, S.T. Czuba introduced Ri-continua as a tool to study contractibility of dendroids. Later, in 1997, the concept of an Ri-set was presented by C.J. Rhee, B.S. Baik, and K. Hur. This paper concerns some results about Ri-sets that appear in the literature, and that turn out to have some inaccuracies. These are all discussed and correct arguments are given. Some open questions are asked as well.

Correction to: A Line Search Based Proximal Stochastic Gradient Algorithm with Dynamical Variance Reduction

This file contains a revised version of the proofs of Theorems 3 and 4 of the paper [1]. In particular, a more correct argument is employed to obtain the inequality (A11) from (A10), provided that a stronger hypothesis on the sequence $$\{\varepsilon _k\}$$ is included. The practical implementation of the algorithm (Section 3) remains as it is and all the numerical experiments (Section 4) are still valid since the stronger hypothesis on $$\{\varepsilon _k\}$$ was already satisfied by the selected setting of the hyperparameters.

A Study on Developing QBL-MODEL in the Debate Classroom for Liberal Education at University

The purpose of this study is to develop a teaching-learning model using argumentative questions as an effective method for a discussion class. The researcher guided the students to learn the concept of argument as an essential part while learning the ＜Reading Classics of Great Literature＞ course at Pusan National University. This learning process can improve the student’s ability to analyze classical works logically, and to identify correct arguments and errors in discussion activities. As a result learners can realize that the argumentation of a specific topic can be opened in another way through analysis of classical works and discussion activities based on the concept of argumentation. In other words, the learner discover new question to argumentation. This researcher thinks that the learner’s ability to ask such questions eventually approaches the pedagogical significance of promoting true creativity.

THE ANALYSIS OF ISLAMIC LAW ON THE NUMBER OF RAKA'AH IN THE TARAWIH PRAYER

In religion everyone has different abilities in carrying it out. What is clear is that no one is perfect in religion except for the Prophet Muhammad Pbuh., no matter how great we are in worship/prayers, we must still have flaws on the other side. This research aims to know the analysis of islamic law on the number of raka'ah in the Tarawih prayer. Likewise in thinking, different people understand or problem solving. However, if the intent is correct and the method is also correct with the correct arguments then it will lead to conclusions that can be considered correct. If the conclusion turns out to be different, intelligent people will easily understand that such a thing is normal in the world of fiqh thinking. This paper used a descriptive qualitative method through several exploratory literature studies. The resulting findings are that the Tarawih prayer in the month of Ramadan is one of the sunnah practices, but there are differences in the number of raka'at. So the conclusion in this differences can be accepted based on argumentatives and clear reasons originating from the arguments of naqli and aqli.

Konsep Teologi Perspektif Para Rasul

Every Muslim is required to believe that Islam is the true religion. Even though, the prohibition against demeaning other religions has to be carried out. Moreover, it hurts the adherents of other religions outside Islam. The humiliate attitude towards other religions and faith actually shows that Islam is not a noble religion. Whereas the command of Allah SWT in the Qur’an and the spirit brought by the prophet Muhammad SAW is rahmatan lil ‘alamin (the mercy for the whole world).Muslims make the prophet Muhammad SAW as the role model in social life especially in religion. He was the role model of a leader who had charismatic character and able to made peaceful and pleasant feelings for people he led even though they had different faith. This shows that there is no compulsion in having religion. People are free to choose their religion and faith which means that there is no arrogance in theology.In theology, many groups emerged, and each of them brought their own arguments. However the clear concept in Islam’s view is the theology which is based on the genuineness of teachings brought by the Prophets. So, no wonder if all emerged groups claimed that their opinion was the most correct arguments, that is the Ahlu Sunnah Waljama’ah.

Pengembangan Critical Thinking Dalam Peningkatan Mutu Pendidikan di Indonesia

Critical thinking is the ability to think that exists in students. This ability helps students face every problem using scientific thinking. Critical thinking consists of the words "thinking" and "critical." According to the KBBI, thinking is using the mind to consider and decide something, while critical thinking is interpreted as not being easy to believe, always trying to find problems, and sharpness in analyzing. Many expert opinions explain the meaning of critical thinking. However, the notion of critical thinking can be concluded as the ability to think of humans by using a focused and deep understanding to find a definite bright spot. The use of critical thinking can solve problems in life, including problems in education in Indonesia. This is because critical thinking has the characteristics of solving problems with systematic conclusions and correct arguments. Educational problems can be resolved by providing solutions based on the results of critical thinking. If the problem of education is resolved by taking several things into account, the quality of education will slowly improve.

De-westernizing mediated city research: display and decay in Zagreb’s urban signage

ABSTRACT Studies of mediated cities argue that urban signage (public screens, outdoor advertising, media façades) symbolizes the centrality of communication in post-industrial urbanism. This correct general argument also tends to be geographically limited to centrally positioned cities in a service economy. I explore how the peripheral position of Zagreb, constructed during permanent political transition (Austro-Hungarian Empire, Yugoslavia, EU, etc.) has made its urban signage especially diverse and seemingly chaotic. I argue that relating urban communication to national and transnational identities offers important, under-explored directions for research, particularly reminding us that display usually also means the opposite.

Correction to: Rel leaves of the Arnoux–Yoccoz surfaces

Our arguments in §6 of the paper [3] contain an error. In this note we explain the error and how to fix it. We are grateful to Florent Ygouf for both pointing out the mistake, and for indicating the correct argument included below. All of the results stated in the introduction of the paper remain valid, as a consequence of the amended argument which will be given below. In the recent preprint [4], Ygouf proves related results about existence of dense rel leaves in other loci.

Overview of SMP-CAIL2020-Argmine: The Interactive Argument-Pair Extraction in Judgement Document Challenge

Abstract In this paper we present the results of the Interactive Argument-Pair Extraction in Judgement Document Challenge held by both the Chinese AI and Law Challenge (CAIL) and the Chinese National Social Media Processing Conference (SMP), and introduce the related data set - SMP-CAIL2020-Argmine. The task challenged participants to choose the correct argument among five candidates proposed by the defense to refute or acknowledge the given argument made by the plaintiff, providing the full context recorded in the judgement documents of both parties. We received entries from 63 competing teams, 38 of which scored higher than the provided baseline model (BERT) in the first phase and entered the second phase. The best performing system in the two phases achieved accuracy of 0.856 and 0.905, respectively. In this paper, we will present the results of the competition and a summary of the systems, highlighting commonalities and innovations among participating systems. The SMP-CAIL2020-Argmine data set and baseline models① have been already released.

ФОРМИРОВАНИЕ НАВЫКОВ ОРАТОРСКОГО ИСКУССТВА У СТУДЕНТОВ

Purpose: to consider and theoretically substantiate the rules and techniques of communicative communication, techniques of speech interaction with the audience. Methods: the study of human speech activity, which is carried out through the exchange of information through texts. The interaction of the speaker with a group of persons, using a communicative act to communicate information, which will entail a certain activity or, on the contrary, inaction. The authors consider different techniques of speaking, suggest constantly training this skill in different ways: speaking tongue twisters, retelling texts, etc. The formation of the mastery of public speaking is a long and laborious process, which must be constantly learned using special literature. Speaking skill will help communicate, promoting quality interaction between people in a team. Results: thanks to this study, the authors came to the following conclusions, which give the right to say that a person's thoughts are formed with the help of consciousness, but not every person can convey them to others. It is necessary to develop public speaking skills from an early age. Starting with expressive reading of poems and episodes of literary works. You can express your attitude to any phenomenon, prove your position in relation to this or that event, prove your case not only with the help of correct arguments, but also with the skill of an orator. Over the course of many years of study, the student is given the opportunity to master the art of oratorical performance in practical classes, seminars, and presentations at conferences. Difficulties that arise when answering a test or exam often arise for students not because of a lack of knowledge in this subject, but because of the lack of skill that is needed when making a speech. Quickly logical, well-spoken speech is the key to success in any situation. The techniques and methods that the authors consider in this article will help students and many other people understand the formula for successfully mastering the skill of public speaking. A speech based on knowledge of the laws of persuasion and delivered taking into account the rules of speech interaction will help not only in studying at a university, but also in later life

Erratum to: Reliability of a Coherent System in a Multicomponent Stress-Strength Model

This article considers the stress-strength modeling for calculating of the stress-strength reliability of a coherent system as a function of the stress-strength reliabilities of its components. The system components may experience the same or different stress levels. We have found some mistakes in examples given by Bhattacharya and Roychowdhury (2013) due to misapplication of the system reliability when the system components were subjected to a common stress level. We show that the stress-strength reliability of a system with different stress levels does not include the case when the system components are subjected to a common stress level as a special case and give a correct argument. Their result for the case of different stress levels is correct.

Impact of the compilation method on determining the accuracy of the error loss in neural network learning

In the field of NLP (Natural Language Processing) research, the use of a neural network has become important. The neural network is widely used in the semantic analysis of texts in different languages. In connection with the actualization of the processing of big data in the Kazakh language, a neural network was built for deep learning. In this study, the object is the learning process of a deep neural network, which evaluates the algorithm for constructing an LDA model. One of the most problematic places is determining the correct arguments, which, when compiling the model, will give an estimate of the algorithm’s performance. During the research, the compile () method from the Keras modular library was used, the main arguments of which are the loss function, optimizers, and metrics. The neural network is implemented in the Python programming language. The main arguments of the neural network deep learning compiler for evaluating the LDA model is the selection of arguments to obtain the correct evaluation of the algorithm of the constructed model using deep learning of the neural network. A corpus of text in the Kazakh language with no more than 8000 words is presented as learning data. Using the above methods, an experiment was carried out on the selection of arguments for the model compiler when learning a text corpus in the Kazakh language. As a result, the optimizer – SGD, the loss function – binary_crossentropy, and the estimation metric – ‘cosine_proximity’ were chosen as the optimal arguments, which, as a result of learning, showed a tendency to 0 loss (errors)=0.1984, and cosine_proximity (learning accuracy)=0.2239, which is considered acceptable learning measures. The results indicate the correct choice of compilation arguments. These arguments can be applied when conducting deep learning of a neural network, where the sample data is a pair of «topic and keywords».

Mathematical Modelling of COVID-19 and Solving Riemann Hypothesis, Polignac's and Twin Prime Conjectures Using Novel Fic-Fac Ratio With Manifestations of Chaos-Fractal Phenomena

COVID-19 originated from Wuhan, China in December 2019. Declared by the World Health Organization on March 11, 2020; COVID-19 pandemic has resulted in unprecedented negative global impacts on health and economy. International cooperation is required to combat this ”Incompletely Predictable” pandemic. With manifestations of Chaos-Fractal phenomena, we mathematically model COVID-19 and solve [unconnected] open problems in Number theory using our versatile Fic-Fac Ratio. Computed as Information-based complexity, our innovative Information-complexity conservation constitutes a unique all-purpose analytic tool associated with Mathematics for Incompletely Predictable problems. These problems are literally ”complex systems” containing well-defined Incompletely Predictable entities such as nontrivial zeros and two types of Gram points in Riemann zeta function (or its proxy Dirichlet eta function) together with prime and composite numbers from Sieve of Eratosthenes. Correct and complete mathematical arguments for first key step of converting this function into its continuous format version, and second key step of using our unique Dimension (2x -N) system instead of this Sieve result in primary spin-offs from first key step consisting of providing proof for Riemann hypothesis (and explaining closely related two types of Gram points), and second key step consisting of providing proofs for Polignac’s and Twin prime conjectures.

Razonamiento de estudiantes de bachillerato ante una situación binomial

O objetivo do trabalho foi avaliar a compreensão intuitiva da distribuição binomial de estudantes do ensino médio. São analisadas as respostas de 127 estudantes de espanhol a uma tarefa na qual eles devem fornecer quatro valores prováveis da distribuição binomial e justificar os valores fornecidos. A média e a faixa dos quatro valores em suas respostas são analisadas e os argumentos são classificados seguindo uma metodologia de análise de conteúdo. A maioria dos estudantes fornece valores cuja média e faixa estão na faixa aceitável, mostrando o raciocínio distributivo. Entre os argumentos corretos, destacamos aqueles baseados na estimativa correta de probabilidade, por meio de uma atribuição de frequências (56,7% dos estudantes) e a observação da convergência e variabilidade da variável (40,2%). Encontramos argumentos incorretos, como viés de equiprobabilidade ou crenças errôneas sobre a aleatoriedade. Cerca de 22% não conseguem justificar a resposta.

Reasonable, Ruled, Responsible

The paper begins by posing the theoretical problem of the foundation of reasonable interpretation and arguing that it cannot be realized by calculable rules or pure common sense or a hermeneutic “art”. There must be rules that make the interpretation strategy explicit. This thesis is studied with the example of the Talmud, who theorises different levels of interpretation and above all builds lists of rules of the correct argument. It is shown how these rules have a rhetoric character and are governed by some meta-principles, such as the total significance of the sacred text, the hierarchy of sources, the principle of majority of the competent ones, to show at the end that in this tradition reasonableness is evaluated in terms of responsibility for interpretation.

Holistic Inferential Criteria of Adequate Formalization

Peregrin and Svoboda propose an inferential and holistic approach to formalization, and a similar approach (to correctness) is considered by Brun. However, while the inferential criteria of adequacy explicitly endorsed by these authors may be holistic "in spirit," they are formulated for single formulas. More importantly, they allow the trivialization of equivalence and face problems when materially correct arguments come into play. Against this background, this paper tries to motivate holistic inferential criteria that compel us to distinguish carefully between non-trivially equivalent formalizations as well as between materially and logically correct arguments on an inferential basis.

CONSTRUCTION OF SECTIONS OF POLYHEDRON METHOD OF TRACES

In this article it is proved that in solving problems on the construction of sections of polyhedra, students not only perform constructions, they also apply axioms, properties of planimetry and stereometry, but also learn algorithmic thinking, the ability to reason logically, make correct arguments and conclusions. It is established that the solution of problems on the construction of sections of polyhedra occupies a special place in the process of forming a spatial representation and in the development of mathematical thinking, both students and schoolchildren. Based on the definition of the trace of the secant plane, the rules for constructing sections of the polyhedron by the traces method are formulated. Problems on construction of sections of polyhedra are developed in the case when:: the section of the prism is given by the trace l , which is located on the plane of the base of the prism and does not have common points with the base of this prism and by point K , belonging to some side rib; the secant plane is defined by the trace l and some point M , belonging to the side rib of the pyramid; the section of the pyramid is determined by points M, N, K two of them are located on different ribs, and the third is the internal point of the face of this pyramid.