Equal Sign Research Articles

Does Word-Problem Performance Maintain? Follow-Up One Year After Implementation of a Word-Problem Intervention

We conducted a randomized control trial assessing the effects of two variants of word-problem intervention with third graders (n = 304) experiencing mathematics difficulty. Students were assigned to a business-as-usual condition (BaU) or one of two variants of word-problem intervention. One variant included a pre-algebraic reasoning component (relational understanding of the equal sign as well as standard and nonstandard equation solving); the other included word-problem intervention without pre-algebraic reasoning. Students in both interventions significantly outperformed students in the BaU with large effect sizes (2.66 and 2.44), but there were no significant differences between the two intervention conditions. The purpose of the present analysis was to assess maintenance of effects 6–12 months after intervention with the students (n = 229), now in fourth grade. At follow-up, only students in the word-problem intervention with pre-algebraic reasoning significantly outperformed the BaU on a measure of word-problem solving. This finding suggests an advantage for the pre-algebraic reasoning component, yet the follow-up effect between intervention conditions was not significant. The ESs of 0.43 and 0.31 and persistence rates of 16% and 13% reveal substantial forgetting for both conditions, which suggests the dose of intervention may not be adequate for many students.

An examination of third- and fourth-graders’ equivalence knowledge after classroom instruction

The present correlational study examined third- and fourth-graders’ (N = 56) knowledge of mathematical equivalence after classroom instruction on the equal sign. Three distinct learning trajectories of student equivalence knowledge were compared: those who did not learn from instruction (Never Solvers), those whose performance improved after instruction (Learners), and those who had strong performance before instruction and maintained it throughout the study (Solvers). Learners and Solvers performed similarly on measures of equivalence knowledge after instruction. Both groups demonstrated high retention rates and defined the equal sign relationally, regardless of whether they had learned how to solve equivalence problems before or during instruction. Never Solvers had relatively weak arithmetical (nonsymbolic) equivalence knowledge and provided operational definitions of the equal sign after instruction.

Understanding the Meaning of the Equal Sign: A Case Study of Middle School Students in the United Arab Emirates

<p style="text-align:justify">The equal symbol has been used in diverse mathematical frameworks, such as arithmetic, algebra, trigonometry, set theory, and so on. In mathematical terms, the equal sign has been used in fixed command of standings. The study reports on the students meaning and interpretations of the equal sign. The study involved Grade 6, 7, and 8 students in a secondary school in Alain, United Arab Emirates (UAE). Much of the earlier research done on the equal sign has focused on the primary school level, but this one focuses on middle school students. The study shows that the maximum foremost understanding of the equal sign amongst Grade 6, 7, and 8 students is a do-something, unidirectional symbol. Students realize the equal sign as an instrument for marking the response moderately than as an interpersonal symbol to associate extents.</p>

Alternative paths to improved word-problem performance: An advantage for embedding prealgebraic reasoning instruction within word-problem intervention.

The purpose of this study was to explore the paths by which word-problem intervention, with versus without embedded prealgebraic reasoning instruction, improved word-problem performance. Students with mathematics difficulty (MD; n = 304) were randomly assigned to a business-as-usual condition or 1 of 2 variants of word-problem intervention. The prealgebraic reasoning component targeted relational understanding of the equal sign as well as standard and nonstandard equation solving. Intervention occurred for 16 weeks, 3 times per week, 30 min per session. Sequential mediation models revealed main effects, in which each intervention condition significantly and substantially outperformed the business-as-usual condition, corroborating prior research on the efficacy of schema word-problem intervention. Yet despite comparable effects on word-problem outcomes between the two word-problem conditions, the process by which effects accrued differed: An indirect path via equal-sign understanding and then equation solving was significant only for the word-problem intervention condition with embedded prealgebraic reasoning instruction. Additionally, the effect of this condition on equal-sign reasoning was strong. Given the link between equal-sign reasoning for success with algebra and the importance of algebra for success with advanced mathematics, results suggest an advantage for embedding prealgebraic reasoning instruction within word-problem intervention. (PsycInfo Database Record (c) 2021 APA, all rights reserved)

Impact of COVID-19 on Socio-Religious Integration in Developing Countries: A Case Study of India and Pakistan

Purpose: Integrity is pre-requisite for the prosperity and development of the society. Stable integration is the sign of justice, equality, rights and duties which provides tolerated society and religious inclusion. But, developing countries still have many challenges to stabilize their socio-religious integration due to non-cooperative behavior among different segments of the society, lack of politico-religious tolerance and less socio-economic development. The other factors responsible are poor educational and health system, weak social institution, marginalized segments of society, absences of culture of welfare state. Likewise, in India, communal conflicts remain present in every time as well as Pakistan faces sectarian tension and in both countries, religious norms and attitudes are used for political purposes. Similarly, both countries have the challenges of inequality and injustices within their communities.
 Design/Methodology/Approach: The qualitative techniques have been applied in this research. Date has been collected from Secondary and Primary Sources.
 Findings: Economic development is necessary for the development of the social prosperity without it socio-religious integration is a dream.
 Implications/Originality/Value: The epidemic COVID-19 has challenged the socio-religiosity of the developing countries which affected the socio-economic and religious set up of these countries ruthlessly.

Воспитание человека в историческом пространстве виртуального мира компьютерной игры

This paper is devoted to computer games as a means of educating people. The paper emphasizes that computer games are firmly embedded in the everyday culture of modern society, while they carry a number of threats. However, in addition to the negative aspects, computer games have some positive features that are reasonable to implement within the framework of educational and educational programs. In a sense, a computer game is compared to a book, the content of which a person gets used to and experiences it. Certainly, we recognize that you can't put an equal sign between a computer game and a book, so this comparison is conditional. Thanks to visualization, a computer game can transmit information in a form that is not available to text or speech. It seems that if you do not study computer games in a pedagogical sense, their strengths will remain unclaimed and the whole essence of these games will be reduced to entertainment. English version of the article on pp. 664-670 is available at URL: https://panor.ru/articles/character-building-and-education-in-the-historical-context-of-the-virtual-world-of-computer-games/70041.html

Tissue outcome prediction in hyperacute ischemic stroke: Comparison of machine learning models

Machine Learning (ML) has been proposed for tissue fate prediction after acute ischemic stroke (AIS), with the aim to help treatment decision and patient management. We compared three different ML models to the clinical method based on diffusion-perfusion thresholding for the voxel-based prediction of final infarct, using a large MRI dataset obtained in a cohort of AIS patients prior to recanalization treatment. Baseline MRI (MRI0), including diffusion-weighted sequence (DWI) and Tmax maps from perfusion-weighted sequence, and 24-hr follow-up MRI (MRI24h) were retrospectively collected in consecutive 394 patients AIS patients (median age = 70 years; final infarct volume = 28mL). Manually segmented DWI24h lesion was considered the final infarct. Gradient Boosting, Random Forests and U-Net were trained using DWI, apparent diffusion coefficient (ADC) and Tmax maps on MRI0 as inputs to predict final infarct. Tissue outcome predictions were compared to final infarct using Dice score. Gradient Boosting had significantly better predictive performance (median [IQR] Dice Score as for median age, maybe you can replace the comma with an equal sign for consistency 0.53 [0.29–0.68]) than U-Net (0.48 [0.18–0.68]), Random Forests (0.51 [0.27–0.66]), and clinical thresholding method (0.45 [0.25–0.62]) (P < 0.001). In this benchmark of ML models for tissue outcome prediction in AIS, Gradient Boosting outperformed other ML models and clinical thresholding method and is thus promising for future decision-making.

Can the policy Francophonie be considered a manifestation of neocolonialism (on the example of foreign cultural strategy of France in the 1960s)

The subject of this research is the correlation between the policy of neocolonialism and Francophonie in the context of foreign cultural strategy of France in the 1960s. Decolonization forced France to relinquish direct colonial rule and shift towards the policy of &amp;ldquo;cooperation&amp;rdquo; on the basis of bilateral agreements with the developing countries, which regulated intergovernmental relations in various spheres. The idea of the universality of French language and cultural values underlied the Agency for Cultural and Technical Cooperation established in 1970. A crucial role in its establishment was played by the political leaders of African countries, who sought benefit from cooperation with France in terms of the development of young sovereign states. Despite this fact, the activity of Francophonie was the object of criticism, and by some researchers, considered a version of French post-colonialism. Analysis is conducted on different interpretations and approaches towards the terms &amp;ldquo;neo-colonialism&amp;rdquo; and &amp;ldquo;Francophonie&amp;rdquo;. The article employs the unpublished archival documents of the Ministry of Foreign Affairs of France, which determines the scientific novelty. The authors conclude that the equality sign between neo-colonialism and Francophonie seems unreasoned, since the latter has improved the educational, cultural, scientific and technical standard of living in the young sovereign states, contributed to the establishment of their political and administrative and increase of authority on the world stage. The participation of the developing countries in the Agency for Cultural and Technical Cooperation and the leaders of the Western world &amp;ndash; France and Canada &amp;ndash; consolidated the authority and broadened the experience of the political elite of the third world countries. At the same time, there is no denying that de Gaulle sought to increase the international prestige of the Fifth Republic by strengthening the positions of France in the Francophone world.

Derivation of the differential continuity equation in an introductory engineering fluid mechanics course

The differential continuity equation is elegantly derived in advanced fluid mechanics textbooks using the divergence theorem of Gauss, where the surface integral of the mass flux flowing out of a finite control volume is replaced by the volume integral of the divergence of the mass flux within the control volume. To avoid the need for introducing the Gauss divergence theorem in an introductory fluid mechanics course, introductory textbooks in fluid mechanics have opted to use a more simple approach, which depends on the consideration of an infinitesimal control volume and the use of Taylor series expansion. This approach, however, involves a first order truncation of the Taylor series expansion and the use of approximate equality signs which may imply to undergraduate students that the derived continuity equation is an approximate equation. The present study proposes an alternative derivation of the differential continuity equation using a finite control volume and is based on the simple concept of the antiderivative function and the fundamental theorem of calculus. The proposed derivation eliminates the need to formally introduce the Gauss divergence theorem in an introductory engineering fluid mechanics course while avoiding the use of truncated Taylor series expansion and approximate equality signs, hence providing a more simple and sound understanding of the derivation of the differential continuity equation to undergraduate engineering students.

Movies and the Complexity of U.S. Racial Inequity

AbstractThree movies from more than half a century ago continue to offer valuable insights into the problem of white supremacy in the United States. Pinky (1949) tells the story of a light‐skinned Black woman who has a chance to escape the torments of racism by “passing,” but she chooses instead to build a more just system one day at a time. Since whites also have the option of “passing” by taking white privilege as a right, this story still has the capacity to sting the conscience. Intruder in the Dust (1949) reminds us of the importance of economic equality as the foundation of a just society. Until all are granted equal shares of the “common wealth,” social and political equality will remain a mirage. Guess Who’s Coming to Dinner? (1969) conveyed the terrible message at the end of the Civil Rights Movement that integration was a scheme that allowed only a few token Blacks to achieve the desired level of wealth necessary to socialize with whites. Whereas Martin Luther King, Jr. shifted his emphasis to economic equity in his final years, white Americans never fully grasped that civil rights depend on a distribution of wealth that would compensate for an unpaid debt to those who worked for centuries without reward. Instead, white America is still preparing a “dinner” that serves little more than symbols of equality.

From “You have to have three numbers and a plus sign” to “It’s the exact same thing”: K–1 students learn to think relationally about equations

This research shares progressions in thinking about equations and the equal sign observed in ten students who took part in an early algebra classroom intervention across Kindergarten and first grade. We report on data from task-based interviews conducted prior to the intervention and at the conclusion of each school year that elicited students’ interpretations of the equal sign and equations of various forms. We found at the beginning of the intervention that most students viewed the equal sign as an operational symbol and did not accept many equations forms as valid. By the end of first grade, almost all students described the symbol as indicating the equivalence of two amounts and were much more successful interpreting and working with equations in a variety of forms. The progressions we observed align with those of other researchers and provide evidence that very young students can learn to reason flexibly about equations.

LDM-Ex-FDM: A Novel Multi-Service Transmission Scheme for the ATSC 3.0 System

In order to improve system coverage performance, in this paper, a multi-service transmission scheme on the basis of the puncturing technique, namely layered division multiplexing extension frequency-division multiplexing (LDM-Ex-FDM), is proposed. The key idea of the proposed scheme is that the symbols punctured from the enhanced layer (EL) of fixed services will be independently transmitted on a certain number of subcarriers orthogonal to the LDM signal of the core layer (CL) and most of the EL. By doing so, the punctured symbols will be demodulated with a higher signal-to-noise ratio (SNR) on the receiver side and can be recovered well, thus improving the reception performance of the EL fixed services. Moreover, two puncturing strategies based on bit-interleaved coded modulation (BICM) symbols of the LDM-Ex-FDM scheme, namely equal interval symbol puncturing (EISP) and non-equal interval symbol puncturing (NEISP), are developed to improve the performance of the EL services. Simulation results are given to show that, when the puncturing rate in the LDM-Ex-FDM scheme is configured as 1/12, the performance of the fixed service can be improved by 1.8 dB, meanwhile the bit error rate (BER) performance of the mobile service is not affected. Thus, the overall system coverage performance can be improved. Furthermore, to reduce the computational complexity and the demodulation delay of fixed service carried in the EL, at the receiver, a direct interference cancellation (DIC) detector is proposed as well. Simulation results are given to show that, under high injection level and high modulation order, the proposed DIC scheme is able to achieve almost the same BER performance as that of the traditional successive interference cancellation (SIC) scheme while with lower computational complexity.

Introduction

Introduction

Enforcing Strong Stability of Explicit Runge-Kutta Methods with Superviscosity

A time discretization method is called strongly stable (or monotone), if the norm of its numerical solution is nonincreasing. Although this property is desirable in various of contexts, many explicit Runge-Kutta (RK) methods may fail to preserve it. In this paper, we enforce strong stability by modifying the method with superviscosity, which is a numerical technique commonly used in spectral methods. Our main focus is on strong stability under the inner-product norm for linear problems with possibly non-normal operators. We propose two approaches for stabilization: the modified method and the filtering method. The modified method is achieved by modifying the semi-negative operator with a high order superviscosity term; the filtering method is to post-process the solution by solving a diffusive or dispersive problem with small superviscosity. For linear problems, most explicit RK methods can be stabilized with either approach without accuracy degeneration. Furthermore, we prove a sharp bound (up to an equal sign) on diffusive superviscosity for ensuring strong stability. For nonlinear problems, a filtering method is investigated. Numerical examples with linear non-normal ordinary differential equation systems and for discontinuous Galerkin approximations of conservation laws are performed to validate our analysis and to test the performance.

Other-initiations of repair in German Whats App chats

This paper takes a conversation analytic approach to investigate how interlocutors deal with different kinds of interactional problems occurring in German text-based communication on Whats App. The data analyzed in the present study is obtained from the Mobile Communication Database 1 (http://mocoda.spracheinteraktion.de) and Mobile Communication Database 2 (https://db.mocoda2.de). Focusing on other-initiations of repair, this article shows that interlocutors indicate trouble sources in the preceding messages sent by their communication partners in two ways: On the one hand, writers use a wide range of other-initiations transferred from German spoken language, such as question words (was ‘what’, wer ‘who’, etc.) or candidate understandings in the form of Meinst du X? (‘Do you mean X?’, cf. Schegloff et al., 1977). On the other hand, interlocutors may display an interactional problem by deploying particular resources that the medium provides, such as asterisks, equal signs, question marks, etc. (see also Busch, in this collection of articles). A close examination of other-initiations of repair in Whats App chats thus provides an insight into how the different formats mentioned above are used, especially in relation to (a) the different types of trouble sources occurring in text-based Whats App chats, and (b) the general communication conditions created by the medium. Moreover, it will be discussed how different formats of other-initiation of repair shape the negotiation of responsibility for the trouble source or the repair proper, manage epistemic rights and contribute to the face work in the sense of Goffman (1967).

Permutative (al-badal) and Apposition (ʻaṭf al-bayān) in the Arabic Language - Similarities and Differences

This paper examines two secondary elements of a clause in the Arabic language, namely the permutative and the apposition. The permutative is a noun complement that follows the noun as the appositive and tries to additionally explain it or even take its place, which justifes the semantics of the term badal (permutation). Furthermore, the rules say that a non-derived noun can act as the permutative, and owing to the different semantics it creates, four different types of the permutative are defined and they all keep case agreement with the antecedent in all forms. The apposition in the Arabic language is characterised by the function of additional explanation of the antecedent with which it shares the same case inflexion, which brings it closer to the permutative, but what separates them is the fact that the permutative is independent in its semantic content and it can replace the antecedent, while the clause stays syntactically correct. Without an ambition to make a serious comparison and with the sole aim of a better understanding of the apposition in the Arabic language, by comparing terminological solution in two separate language systems, we will try to justify the attitude that an equal sign between the terms apposition in the Arabic language and the apposition in the Bosnian language cannot be put to the fullest extent. The apposition in the Bosnian language additionally explains the antecedent, following its inflexion, but it is a more general term than the latter, as opposed to the apposition in the Arabic language. Formally, they differ by the place they take within a syntagm in relation to the antecedent.

An Analysis of Students Error on Inversely Proportional Question at Grade VIII F SMP Negeri 9 Palu

The purpose of this study was to describe the students error on inversely proportional question at grade VIII F SMP Negeri 9 Palu. This type of research is qualitative research. Data were collected using data collection techniques, namely tests and interviews. The research subjects consisted of 3 people, namely C students, HD students and YYA students. The results of the study based on the students completion showed the mistakes made by the students in solving the comparison questions against the scores that were done. Based on the solution, conceptual and procedural errors were obtained. Conceptual errors include: a) factual errors consisting of: 1) students have not been able to write down the information contained in the questions, 2) students have not been able to understand the use of the equal sign correctly, 3) students have not been able to change the information contained in the questions into a model mathematics and 4) students have not been able to write conclusions correctly. b) Misconceptions consist of: 1) students do not understand the concept of reversing value comparisons, namely students working on comparison questions of turning values ​​using the principle of value comparisons, 2) students have not been able to operate a reversed value comparison and 3) students do not understand the concept of multiplication and division of integers and decimal numbers. Procedural errors consist of: 1) students have not been able to work on questions using the principle of reversing value comparisons, 2) students make mistakes operating multiplication and division and 3) students have not been able to determine the final result correctly.

Algorithmic properties of first-order superintuitionistic logics of finite Kripke frames in restricted languages

Abstract We consider the effect of restricting the number of individual variables, as well as the number and arity of predicate letters, in languages of first-order predicate superintuitionistic logics of finite Kripke frames on the logics’ algorithmic properties. By a finite frame we mean a frame with a finite set of possible worlds. The languages we consider have no constants, function symbols or the equality symbol. We show that positive fragments of many predicate superintuitionistic logics of natural classes of finite Kripke frames are not recursively enumerable—more precisely, $\varPi ^0_1$-hard—in languages with three individual variables and a single monadic predicate letter; this applies to the logics of finite frames of the predicate counterparts of propositional logics lying between the intuitionistic logic and the logic of the weak law of the excluded middle.

Primary School Students\u2019 Knowledge of the Equal Sign\u2014the Swedish Case

This case study investigates, at three Swedish schools, primary school students’ knowledge of the equal sign. The schools were chosen as representatives of schools whose students have different socioeconomic backgrounds. The data consist of Grade 3 and 6 students’ responses to an assessment form based on Matthews et al. (JRME, 43(3):316–350, 2012). A comparison between the schools indicates that there are great differences in the students’ knowledge of the equal sign depending on which school they attend. The Swedish students perform better than South Korean students responding to the same assessment form when it comes to knowing that the equal sign does not mean an operation (“the answer to a problem”). We find this interesting to discuss, as South Korea is one of the countries that performs the best on the TIMSS and PISA.

Andra Rubeņa un dažu citu filozofu kritiskās piezīmes par Imanuela Kanta praktisko filozofiju

The article focuses on critical remarks made by acknowledged Latvian philosophers on the practical philosophy of Immanuel Kant. The levels of criticism vary. One of the authors does not criticise Kant's philosophy, but gives an exact description of his teaching. Some other authors show the weaknesses of this philosophy, but Peteris Zalite has openly criticised Kant's teaching of freedom in his doctoral thesis. This article looks in detail at what was written in this regard by Larisa Chuhina (1913-2002) and Andris Rubenis (1951-2017), as well as provides analysis of Kant's work on the grounds of “Metaphysics of virtues” (1785), “Criticism of the practical mind” (1788) and “Metaphysics of virtues” (1797). At the end of the article, the author turns to I. Kant's teaching on the relationship between theoretical and practical minds. The author does not agree with the idea that the theoretical mind and the practical mind are actually the same. The structures of the practical mind include free will, the moral rule, the categorising imperatives, the existence of God, and the immortality of the soul. The author of this article strives to prove that in the human psyche the forms of the practical mind are more strongly anchored than the forms of the theoretical mind, and consequently no equal sign can be put between them.