Interest In Mathematics Research Articles

The Hill function is the universal Hopfield barrier for sharpness of input–output responses

The Hill functions, [Formula: see text], have been widely used in biology for over a century but, with the exception of [Formula: see text], they have had no justification other than as a convenient fit to empirical data. Here, we show that they are the universal limit for the sharpness of any input-output response arising from a Markov process model at thermodynamic equilibrium. Models may represent arbitrary molecular complexity, with multiple ligands, internal states, conformations, coregulators, etc, under core assumptions that are detailed in the paper. The model output may be any linear combination of steady-state probabilities, with components other than the chosen input ligand held constant. This formulation generalizes most of the responses in the literature. We use a coarse-graining method in the graph-theoretic linear framework to show that two sharpness measures for input-output responses fall within an effectively bounded region of the positive quadrant, [Formula: see text], for any equilibrium model with [Formula: see text] input binding sites. [Formula: see text] exhibits a cusp which approaches, but never exceeds, the sharpness of [Formula: see text], but the region and the cusp can be exceeded when models are taken away from thermodynamic equilibrium. Such fundamental thermodynamic limits are called Hopfield barriers, and our results provide a biophysical justification for the Hill functions as the universal Hopfield barriers for sharpness. Our results also introduce an object, [Formula: see text], whose structure may be of mathematical interest, and suggest the importance of characterizing Hopfield barriers for other forms of cellular information processing.

Early STEAM Education Practice: Application of Graph Theory through Teaching Assistants

In the age of Society 5.0, which is the concept of a future society developed by the Japanese government, science, technology, engineering, art, and mathematics (STEAM) human resources with the skills to grasp things from multiple perspectives and solve problems will be required. Furthermore, Society 5.0 indicates that the National Institute of Technology (KOSEN) will become the STEAM center for elementary and junior high school students, as part of the efforts to establish a system that supports STEAM education. Since 2019, we have practiced STEAM education as part of “Liberal Arts Special Lectures” for 4th-year students of the main course (1st year of the undergraduate course). In these lectures, the teachers of liberal arts subjects present themes using their specialties, such as mathematics, debate, and economics. Collaborative learning between students from various departments led them to deep learning, which was a fusion of knowledge and creation. However, there are few opportunities to give back to society, particularly a platform to disseminate the acquired mathematics ability. Therefore, we aim to realize early STEAM education and give back to society by creating STEAM teaching materials on graph theory in open courses for junior high school students between the ages of 13 and 15 with help from teaching assistants who studied graph theory in the liberal arts special lectures. Moreover, through a course on graph theory, the course will not only arouse students' interest in mathematics, but also provide them with clues to develop their multifaceted ideas. Keywords: society 5.0, graph theory, open course for junior high school students, teaching assistants, liberal arts special lecture

Stimulus Minat Belajar Matematika Menggunakan Media Pembelajaran Audio Visual di Tingkat Sekolah Dasar

This article describes the skills of students in learning mathematics by using media and audio in madrasah/primary schools in Ibtidaiyah. This study aims to determine the use of these communication tools on students' interest in learning mathematics. This research is qualitative research using the SLR (Systematic Literature Review) method. Data sources are 10 journal articles indexed by Google Scholar. Data analysis was carried out with the stages of data collection, data reduction, verification, and conclusion drawing. This research was conducted in elementary schools to see the use of audio and digital media in learning mathematics. The results of this study show that audio and video media can increase students' interest in learning mathematics. Students learn math through these two methods compared to traditional teaching methods. The use of audio and digital media can increase students' participation in the learning process. In addition, students can better understand difficult and complex mathematical concepts because of the access provided by both media. The results provide important implications for curriculum development at the Primary level and recommend the inclusion of audio and digital media in mathematics education. This research makes an important contribution to improving the quality of mathematics teaching and students' interest in the course. This research is also expected to provide a reference for developing new interactive teaching methods at the elementary school level.

The role of interactive learning in mathematics education: fostering student engagement and interest

This article examines the role of active learning in mathematics and its impact on stimulating students' interest in the subject. It analyses contemporary methods of active learning, such as group projects, discussions, and problem-based tasks, and considers their applicability in teaching mathematics. The article discusses different methods of stimulating students' interest in mathematics, including the use of practical examples, interactive teaching methods, and support for independent research. Based on the analysis conducted, recommendations are provided for creating a learning environment that fosters the maximum development of students' interest in mathematics and enhances the effectiveness of their learning. The article highlights the significance of contemporary teaching methods in mathematics. These methods concentrate on fundamental mathematical concepts and foster critical thinking, communication skills, and independent research skills. The article discusses the importance of studying formal geometry in mathematical education and proposes original methods for solving classical and authorial problems based on new dependencies that were previously unknown. In conclusion, the article highlights that active learning is a crucial component of successful mathematics education. It promotes not only the assimilation of material but also the development of skills necessary for successful adaptation and application of knowledge in various life spheres and careers.

The Hyperreals enlargement sets and its application on compact topology

This paper presents a study of hyperreal numbers and their relations to real numbers. The hyperreals are a number system extension of the real number system. With this system, simpler and more intuitively natural definition (topological notions of special points and compactness), proofs (Heine-Borel theorem), and new concepts (limited, unlimited numbers, enlargement sets, and halos) of mathematical interest are offered.

Pembelajaran Materi Perkalian Dasar dengan Menggunakan Metode Menghadirkan Matematika dalam Kehidupan Peserta Didik (MMDKP)

The aim of writing this paper is to describe the application of the method of presenting mathematics in students' lives (MMDKP) for learning basic multiplication for grade 2 students. This MMDKP method departs from the learning theory put forward by Dienes. Dienes views mathematics as investigating structures, classifying structures, sorting out structural relationships. Dienes believes that every mathematical concept or principle can be understood correctly if the concepts or principles are presented through various concrete and varied representations. The MMDKP method aims to attract students' interest in mathematics. Because if you use the MMDKP method, there are steps that must be followed so that students do not have difficulty understanding the mathematical concepts that will be taught. These steps start from something concrete (real objects) then proceed to semi-concrete (real objects are replaced with images) and finally abstract (only in the form of numbers and symbols). This can reduce a view of mathematics that was initially very abstract to a less abstract level.

Influence of the Type of Mathematical Problems on Students’ and Pre-service Teachers’ Interest and Performance. A Replication and Elaboration Study

Influence of the Type of Mathematical Problems on Students’ and Pre-service Teachers’ Interest and Performance. A Replication and Elaboration Study

Computational Thinking in Secondary Mathematics Education with GeoGebra: Insights from an Intervention in Calculus Lessons

Nowadays, mathematics teachers in K–12 strive to promote their students‘ mathematical knowledge and computational thinking (CT) skills. There is an increasing need for effective CT-embedded mathematics learning material and a better understanding of students’ views toward them. In this work, we present the results of a research study, which included the design of a six-lesson learning activity aimed at fostering 16- to 17-year-old secondary students’ CT skills in calculus lessons using the dynamic mathematics software GeoGebra. Our goal was to investigate how students experienced the CT-embedded calculus lessons with GeoGebra and what challenges they faced during their interaction with the learning material and software. We collected and analyzed data from students’ code in GeoGebra, workbooks, semi-structured interviews, and questionnaires. Our findings suggest that most students mastered using CT concepts in calculus activities to a satisfactory degree and could reason about their computational solutions using GeoGebra and the generated graphs. Students’ understanding of the mathematical content knowledge introduced was essential to complete the lesson series successfully and unnoticed gaps in prior knowledge emerged. Our study shows that students appreciate the CT-embedded calculus lessons and GeoGebra’s exploratory approach to mathematics problems when provided with appropriate support. We conclude that an integrated approach to mathematics education and CT is viable and can contribute not only to fostering CT but also to increasing interest in mathematics.

<span>Solutions to raising students’ interest in teaching and learning Mathematics 10 (The 2018 General Education Program)</span>

For the 2018 General Education Program in, creating interest in teaching and learning Mathematics has important in fostering students' attitudes and feelings. The article presents 3 solutions in this regard to learning Geometry 10. Experiments show that, creating academic interest helps to improve teaching and learning Mathematics, and students are more active in learning and enhancing their capacity.

A Mathematical Framework for Quantum Hamiltonian Simulation and Duality

AbstractAnalogue Hamiltonian simulation is a promising near-term application of quantum computing and has recently been put on a theoretical footing alongside experiencing wide-ranging experimental success. These ideas are closely related to the notion of duality in physics, whereby two superficially different theories are mathematically equivalent in some precise sense. However, existing characterisations of Hamiltonian simulations are not sufficiently general to extend to all dualities in physics. We give a generalised duality definition encompassing dualities transforming a strongly interacting system into a weak one and vice versa. We characterise the dual map on operators and states and prove equivalence ofduality formulated in terms of observables, partition functions and entropies. A building block is a strengthening of earlier results on entropy preserving maps—extensions of Wigner’s celebrated theorem- –to maps that are entropy preserving up to an additive constant. We show such maps decompose as a direct sum of unitary and antiunitary components conjugated by a further unitary, a result that may be of independent mathematical interest.

Dynamics of a Piecewise-Linear Morris–Lecar Model: Bifurcations and Spike Adding

AbstractMultiple-timescale systems often display intricate dynamics, yet of great mathematical interest and well suited to model real-world phenomena such as bursting oscillations. In the present work, we construct a piecewise-linear version of the Morris–Lecar neuron model, denoted PWL-ML, and we thoroughly analyse its bifurcation structure with respect to three main parameters. Then, focusing on the homoclinic connection present in our PWL-ML, we study the slow passage through this connection when augmenting the original system with a slow dynamics for one of the parameters, thereby establishing a simplified framework for this slow-passage phenomenon. Our results show that our model exhibits equivalent behaviours to its smooth counterpart. In particular, we identify canard solutions that are part of spike-adding transitions. Focusing on the one-spike and on the two-spike scenarios, we prove their existence in a more straightforward manner than in the smooth context. In doing so, we present several techniques that are specific to the piecewise-linear framework and with the potential to offer new tools for proving the existence of dynamical objects in a wider context.

Pengaruh Penggunaan Media Pembelajaran Powerpoint Interaktif Terhadap Minat Belajar Matematika Siswa Kelas VII Madrasah Tsanawiyah

This research aims to determine the effect of using interactive PowerPoint learning media on students' interest in learning mathematics. The population of this study was class VII students of Madrasah Tsanawiyah. Of the 3 existing classes, 2 classes were taken using the Random Sampling technique as samples, with one class as the experimental class and one class as the control class. This research uses the Quasi Experiment method with Nonequivalent Control Group Design. Treatment in the experimental class was given using interactive PowerPoint learning media, while in the control class learning was carried out conventionally using textbooks and LKS learning media. The results of the research show that there is an influence on interest in learning mathematics on students who use interactive PowerPoint learning media in experimental classes. This is proven by the results of observations of interest in learning of 81.60%. Inferential statistics using the t-test formula, obtained a tcount value of 13.30 which is greater than ttable with a value of 1.99 at a significance level of 5%. This shows that the null hypothesis is rejected and the alternative hypothesis is accepted

The effect of using technology in teaching and learning mathematics on student’s mathematics performance: The mediation effect of students’ mathematics interest

The current study aimed to determine the impact of using technology in mathematics teaching and learning on the mathematics performance of students as mediated by students’ interest in mathematics. Simple random sampling techniques were used to sample 216 students from the three selected SHS in Kumasi, Ghana. A structured questionnaire was used as an instrument for data collection since the study is purely quantitative. Amos (ver. 23) was used to analyze the structural paths of the study. The results from the analysis reveal that the impact of technology on mathematics performance was positive and significant, and the impact of mathematics interest on mathematics performance was positive and significant. Also, the impact of technology on mathematics interest was positive and significant. Finally, the connection between employing technology in mathematics teaching and learning and students' performance in mathematics is somewhat mediated by students' interest in mathematics, and this relationship is statistically significant. The Ghana Education Service and the Ministry of Education were further advised by the study to incorporate technology into mathematics instruction and learning to boost senior high school students' interest and performance in the subject.

SYSTEMATIC LITERATURE REVIEW: CULTURAL INTEGRATION IN LEARNING CONCEPTS WITH AN ETHNOMATHEMATICS APPROACH

In an educational context, the integration of culture in the learning concept is essential to ensure that each student feels recognized and their values ​​are appreciated. The ethnomathematics approach is one way to integrate culture into mathematics learning. By including mathematical examples and problems that are relevant to students' culture, learning will become more meaningful and students will be more motivated to learn. In addition, by understanding mathematical concepts from various cultures, students can develop a deeper understanding of these concepts. It can also help in creating an inclusive learning environment and stimulate students' interest in mathematics. It is important to continue to develop this approach in our educational context to ensure that every student gets a fair and stimulating opportunity to learn mathematics

Pre-service teachers’ mathematics achievement, attitude, and anxiety: The moderative role of pre-service teachers’ interest in the learning process

The aim of the study was meant to investigate the moderative role of pre-service teachers’ interest on mathematics achievement, attitude and anxiety during teaching and learning process. The study was conducted at Akrokerri College of Education Adansi, Ghana on pre-service teachers with a population of 300. A sample of 206 pre-service teachers were involved in the study. Questionnaires were designed with regards to the four main constructs identified in the study. The questionnaires were analyzed using the structural equation model. The findings revealed that pre-service mathematics teachers’ attitude has a direct positive effect on pre-service teachers ‘mathematics achievement. Mathematics anxiety has a positive effect and is statistically insignificant on mathematics achievement. Finally, the moderating effect of mathematics interest on the relationship between mathematics attitude and mathematics achievement result was negative and it is statistically insignificant.

Upaya Melawan Stereotip dengan Membangun Minat Matematika Menggunakan Strategi Inovatif Untuk Anak Sekolah Dasar Di SD Negeri 05 Pemulutan

Gender stereotypes in mathematics education have long been a concern in the field of education. Although empirical evidence shows that there are no inherent differences in mathematical abilities between boys and girls, these stereotypes persist in culture and society. The impact is particularly significant, especially on elementary school children, who tend to have low interest and confidence in mathematics. However, innovative strategies such as the Problem Solving approach can address these stereotypes and help build strong interest and skills in mathematics. Through observation and evaluation, it was found that the implementation of innovative strategies has a significant positive impact on students' interest and achievement in mathematics. Therefore, continuous efforts to combat stereotypes, foster interest in mathematics, and implement innovative strategies are crucial in creating a supportive learning environment that advances students' mathematical abilities

Analysis Error Student Class X Vocational School in Solve Story Questions on the Material System of Three Variable Linear Equations

Conducting formative assessments can help students grasp the fundamentals of the subject matter and foster a deeper interest in mathematics. To better understand student difficulties in solving word problems related to SPLTV, researchers have conducted studies to analyze the errors made. This research aims to discover and analyze students' mistakes in solving story problems on the material of three-variable linear equation systems. This type of research is descriptive research with a qualitative approach. The subjects of this research were six students from 31 students of class X TKJT 1 SMK Muhamadiyah 2 Pekanbaru, each consisting of 2 students from the upper, middle and lower groups. In this research, data collection techniques were based on observation, instrument test questions, and interviews, which were used to determine students' errors in solving three-variable linear equation systems. In this research, it can be concluded that students' mistakes are a lack of mastery of concepts in three-variable linear equation systems material and a lack of deeper student mathematics learning so that students make any mistakes in solving problems.

NYAYA-VAISESIKA ON NUMBER AND ITS PERCEPTION

The Nyaya and the Vaisesika system are two arthodox (astika) system of Indian Philosophy meaning they admit the Vedas as eternal and infallible that preexist the common era. In their early history, the Nayay and Vaisesika were two Independent system with their own respective metaphysics, epistemology, logic, ethics and solerious. Overtime, the Vaisesika system become so entwined with the Nyaya to the extent that until recently, there was he Independent history of the Vaisesika as a basic system. One reason for addverssing these two systems together is that share many important tents; both systems are committed to common – sense realism and pluralism in their ontology; believe in the creation of the world from material atmos that conjoin to generate. This world by the will of God and in accordance with the accumulated merits and demerits of individual agent. In my article I want to discuss about the Nyaya-vaisesika on number and its perception.The Nyaya-Vaisesika account of number is based on an analysis of our actual - cognitions like 'one', 'two', 'three', etc. They raised the different problems regarding number neither from their interest in mathematics nor from a logistic point of view. We use number words like 'one', 'two', 'three', etc, which in this view designate numbers one, two, three, etc. And numbers for them are as much qualifying features of substances as the qualities like colour, taste, etc. are. They hold a realistic view of number, but such realism should not be confused with Platonism, because numbers in their system are not eternal, timeless, self-subsistent entities known in a priori intuition. A peculiarity of the Nyaya-Vaisesika treatment of number should be noted. The number words like 'one' or 'two', do not refer to any single number like one or two. In fact they admit many ones many, twos many threes, etc.

The Effect of Educational Robots on Primary Schools' Mathematics Learning Achievement, Interest, and Attitude

The Effect of Educational Robots on Primary Schools' Mathematics Learning Achievement, Interest, and Attitude

HUBUNGAN ANTARA LINGKUNGAN KELUARGA DAN MINAT BELAJAR MATEMATIKA SISWA SMP

The family environment is very influential in the development of student learning outcomes. In the development of children, the family plays an important role in assisting the development of children in their education which includes obstacles or learning difficulties. The purpose of this study was (1) to evaluate whether there is a correlation between the family environment and students 'interest in studying mathematics and (2) this study was to measure the extent to which the role or contribution derived from the family environment in shaping students' interests. This research can be classified as quantitative research, which takes an approach using correlational methods. In other words, this study focuses on the analysis of relationships or correlations between certain variables in a research context. The sample used in this study consisted of 37 seventh grade students in one of the State Junior High School located in Karawang. The findings of the study indicate a positive correlation between the condition of the family environment and students ' interest in learning mathematics at the level of grade VII (GIS value. 0,000 0,05). Based on the results of correlation analysis, there is a calculated r value of 0.556, while the R value of the table is 0.32461. Thus, since the value of R count (0.556) is greater than that of R table (0.32461), it can be concluded that there is a positive correlation between the family environment and interest in learning mathematics. The family environment variable gave dedication to learning interest by 30.9% and another 69.1% came from other factors.