Mathematical Provision Research Articles

Developing Mathematical Provisions for Assessment of Liquid Hydrocarbon Emissions in Emergency Situations

The paper reviews the development of methodology for calculation of hydrocarbon emissions during seepage and evaporation to monitor the reliability and safety of hydrocarbon storage and transportation. The authors have analyzed existing methods, models and techniques for assessing the amount of evaporated oil. Models used for predicting the material balance of multicomponent two-phase systems have been discussed. The results of modeling the open-air hydrocarbon evaporation from an oil spill are provided and exemplified by an emergency pit. Dependences and systems of differential equations have been obtained to assess parameters of mass transfer from the open surface of a liquid multicomponent mixture.

A case study of pedagogy of mathematics support tutors without a background in mathematics education

ABSTRACTThis study investigates the pedagogical skills and knowledge of three tertiary-level mathematics support tutors in a large group classroom setting. This is achieved through the use of video analysis and a theoretical framework comprising Rowland's Knowledge Quartet and general pedagogical knowledge. The study reports on the findings in relation to these tutors’ provision of mathematics support to first and second year undergraduate engineering students and second year undergraduate science students. It was found that tutors are lacking in various pedagogical skills which are needed for high-quality learning amongst service mathematics students (e.g. engineering/science/technology students), a demographic which have low levels of mathematics upon entering university. Tutors teach their support classes in a very fast didactic way with minimal opportunities for students to ask questions or to attempt problems. It was also found that this teaching method is even more so exaggerated in mandatory departmental mathematics tutorials that students take as part of their mathematics studies at tertiary level. The implications of the findings on mathematics tutor training at tertiary level are also discussed.

Development of High Precision Differential GPS System in Kazakhstan

Objectives: This article describes design and classification of a variety of states and events that form the basis for information model of the local system of differential correction in the post-processing mode. Methods: The article introduces computational methods of differential correction that employ measurements from single-frequency GPS receivers. Experimental results confirmed estimation accuracy of the methods in post-processing mode, which proved that the developed differential GPS system demonstrated appropriate performance when compared with the existing analogous systems in the world. Findings: The research reveals a set of states and events fundamental for developing an LSDC information model in post-processing mode. A GPS-based system of differential correction is one of the main alternatives in solving problems of high-precision satellite navigation. In future, this system under development will be able to operate in real time and post-processing modes, static and dynamic modes, as well in the mode of a thick client (rover coordinates are computed using the mobile station) and a thin client (rover coordinates are computed using the base station). The composition and structure of the model in post-processing mode are examined. As a result of this research, a systematic project of the LSDC GPS was developed. These designs were made using Unified Modeling Language (UML), which represents functional requirements and appropriate system diagrams of mathematical provision, LSDC hardware and software. High accuracy and precision of the developed system are verified by experimental results shown in the paper. Applications/Improvements: The GPS system should be developed further to be able to cover other modes of operation.

Автоматизированная информационно-управляющая система с элементами формальных правил принятия решений для совершенствования учебного процесса

Куликов Геннадий Григорьевич, д-р техн. наук, профессор, Уфимский государственный авиационный технический университет, г. Уфа; gennadyg_98@yahoo.com. Антонов Вячеслав Викторович, д-р техн. наук, зав. кафедрой, профессор, Уфимский государственный авиационный технический университет, г. Уфа. Шилина Мария Анатольевна, канд. техн. наук, ст. преподаватель, Уфимский государственный авиационный технический университет, г. Уфа. Фахруллина Альмира Раисовна, ст. преподаватель, Уфимский государственный авиационный технический университет, г. Уфа. G.G. Kulikov*, V.V. Antonov, M.A. Shilina, A.R. Fakhrullina Ufa State Aviation Technical University, Ufa, Russian Federation * gennadyg_98@yahoo.com.

Innovative Method of Determination of Speed of Interaction of Wheels with Rails

The purpose of work is adaptation of fundamental provisions of the theory and properties of cycloidal curves for determination of speed and speedups of conditional points of a cross-section of a bandage of a railway wheel.Results of studying and establishment of the gear of interaction of a railway wheel with a rail are given in work. Modeling is executed on the basis of the fundamental theory of kinematics of the movement of a circle.The offered method allows to define characteristic criteria of kinematics of interaction of a cross-section of a bandage of wheel pairs of the rolling stock with side sides of heads of rails. On the basis of mathematical provisions of trajectories of speeds and speedups of conditional points of a wheel profile gain further development of probe in elimination of debatable contradictions in the field of interaction of “wheels with rails”.

Improving mathematics and science education in rural Australia: A practice report

There has been a steady decline in the number of secondary and tertiary students studying mathematics and science. Rural schools also report a shortage of qualified teachers in these disciplines. This paper describes the steps taken at the University of New England (UNE) to improve the provision of mathematics and science education (MS) in rural Australia. Initiatives such as the use of an online interactive digital classroom by rural NSW schools presenting MS contexts based on a SMART (sustainable, management, and accessible rural technologies) Farm will be presented. Research to improve teacher confidence and competence in these areas will be discussed along with the steps being taken to develop a Higher Education Research Facility (HERF) which will support research and engagement in the STEM domain.

Romanian Unit-linked Life Insurance Market

This study presents the legislation that regulates the Romanian unit-linked life insurance market. The main document that regulates both the insurance business on Romanian market and the organizing and operating of the Insurance Supervisory Commission (CSA) is Law no.32/2000 on insurance undertakings and insurance supervision, as amended and supplemented, which provides: organizing and operating of insurance, insurance/reinsurance and reinsurance undertakings, of mutual undertakings, as well as of insurance intermediaries; organizing and operating of the CSA; supervision of the insurance and reinsurance undertakings conducting business in or from Romania; supervision of the insurance and reinsurance intermediaries, as well as the supervision of other activities related to the insurance mediation. The legislation which regulates the Romanian insurance market includes: norms issued by CSA; laws and governmental ordinances that regulate the Romanian financial market; CSA draft regulations which are to be submitted to consulting with the players on the market; EU Directives in the insurance field; repealed or no longer in force legislative acts and international sanctions. According to Directive, 2002 /83/EC, unit-linked life insurance products were defined as insurance contracts where the benefits provided are directly linked to the value of units in undertakings for collective investment in transferable securities (UCITS) or to the value of assets contained in an internal fund owned by the insurance undertaking, usually divided into units, or a share index or some other reference value. The financial supervision shall include verification, with respect to the insurance undertaking's entire business, of its state of solvency, the establishment of technical provisions, including mathematical provisions, and of the assets covering them, in accordance with the rules laid down or practices followed in the home Member State pursuant to the provisions adopted at Community level. Each Member State shall require of every insurance undertaking whose head office is situated in its territory an adequate available solvency margin in respect of its entire business. In general the European Union requirements and the national requirements are common for all life insurance products offered by an insurance company and also there is not a very clear distinction between the legislation regarding unit-linked life insurance products and the one regarding traditional life insurance products. Policyholders want to enjoy the benefits of equity investment in conjunction with mortality protection, and insurers have developed unit-linked contracts to meet this challenge. Unit linked insurance products are life insurance policies with investment component. Although some unit-linked contract types pass most of the asset risk to the policyholder and involve little or no investment risk for the insurer, it was natural for insurers to incorporate payment guarantees in these new contracts.

UNIVERSAL BASIC EDUCATION AND THE PROVISION OF QUALITY MATHEMATICS IN SOUTHERN AFRICA

In this paper, I discuss Universal Basic Education (UBE) in relation to the teaching and learning of mathematics in Southern Africa. I present the status of UBE for all countries in the region and then use 3 selected examples: Botswana, Malawi, and Zambia, to illustrate the provision of mathematics in the general framework of UBE in the countries. I draw from results of SACMEQ evaluations to compare the 3 countries’ quality of primary education and also the mathematical achievement of learners. According to the evaluations, countries that have better age-appropriate enrolment and provide a better quality of primary education seem to have better mathematical achievement than countries that have less age-appropriate enrolment and less quality of primary education. While this might seem obvious, it is important to note because of the many challenges that some Southern African countries are facing in their efforts in providing quality mathematics education to all.

The extent of mathematics learning support in UK higher education--the 2012 survey

Many higher education institutions have introduced some kind of learning support provision in response to the well-documented mathematics problem. In 2001 and 2004 two independent studies were undertaken to assess the number of universities offering learning support to students in addition to that provided through lectures, tutorials and the personal tutorial system. The results of these surveys showed a growth in the number of institutions providing support form 46 to 66. In this article we report on a survey carried out in 2012 to establish the current position regarding the provision of learning support in UK universities. In addition to determining the number of institutions providing learning support---there has been a further rise to 88---the article analyses the distribution of learning support by university mission group and by the type of support provided. The main findings are that the extent of learning support provision is largely independent of mission group and the dominant provision is drop-in support.

Regulating Early Childhood Mathematical Provision: An Exploration Across the Sectors

Effective mathematics provision is a central goal within Early Childhood Education. However, the choices that teachers make within Centers and new entrant classrooms are influenced by deeper understandings about the kinds of arrangements that allow young students to enhance their learning. This paper explores similarities and differences with respect to the practices and processes in Early Childhood Centers and in new entrant classrooms. Drawing on Foucauldian concepts, the analysis reports that practices and processes were at odds across the two sectors. The challenge is to offer young learners a more seamless mathematical experience.

The concept of creating of computer-aided design of process equipment

The solution of creating a computer-aided design problem of technological equipment by applying a systematic approach to the methodology of the machine system and its information and the mathematical provisions constructing is offered, methods of new technical solutions searching are used

Engineering students’ self-confidence in mathematics mapped onto Bandura’s self-efficacy

In the UK since the early 1990s, there has been widespread concern and extensive reporting about the difficulties encountered by engineering students with the mathematical elements of their university courses. Students’ lack of previously expected mathematical skills is of particular concern and has prompted the provision of mathematics support in many UK institutions. A related problem is students’ lack of self-confidence (or self-efficacy) in their mathematical capability, and this paper seeks to explore how this has arisen and how it affects students’ learning, and proposes suggestions for improvement.Interviews were conducted with final year engineering students at Harper Adams University College in 2009. These explored students’ experiences of and self-confidence in learning and using mathematics before and during university and what they anticipate in the future. The seven students interviewed exhibited a range of self-confidence and achievement and their responses about self-confidence and mathematics support were analysed. Despite their wide ranging backgrounds, all of the students achieved well in their first year university engineering mathematics modules, which naturally increased their self-confidence. Several students described how using the mathematics support provision had helped them with mathematics and improved their confidence.In addition to analysing the interview scripts thematically, Bandura’s model of self-efficacy (Bandura, 1997) was used as a conceptual framework with which the students’ accounts were cross-matched. Bandura’s model proposes four sources of self-efficacy (past achievement; comparison with others; what others tell you; feelings or physical states) and four mediating processes (cognitive; motivational; affective; selective processes). Additional sources of self-confidence outside of Bandura’s model were also described by the students, in particular working with peers, appropriate speed of teaching and small group sizes.The most important source of self-efficacy was found to be students’ past experience of success or failure, and all four of Bandura’s mediating processes were referred to by the students. There was no mention, however, of verbal persuasion, and it is argued that lecturers and support tutors might do more to develop students’ confidence through this means. Most importantly, students’ opportunities for success should be maximised, including careful provision of challenging tasks at the right level, in order to build students’ self-confidence in mathematics.

The origins, development and evaluation of Mathematics support services

This article is an introductory overview of the recent expansion in the development and provision of mathematics support services at third level. In the last ten years the establishment of Mathematics Support and Learning Centres has increased significantly in Ireland and the UK. Most third level institutes in Ireland now supply some level of mathematics support. We will discuss the development of these supports as well as the reasons why third level institutes have decided to introduce them. We also give an overview of how these services are evaluated and the impact that they appear to have on student retention and performance. [ABSTRACT FROM AUTHOR]; Copyright of Bulletin of the Irish Mathematical Society is the property of IMS Bulletin and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Mathematical self-efficacy and student engagement in the mathematics classroom

Mathematical self-efficacy and student engagement in the mathematics classroom Volume/Issue Vol 8, Issue 3 Date Wednesday, 1 October, 2008 Journal Name MSOR Connections Author(s) Jon Warwick Abstract In recent years, the teaching of mathematics at all levels has steadily moved up the UK education agenda as fewer students opt to study mathematics after the age of 16 and those involved in the provision of higher education (HE) and the employment of graduates bemoan the lack of quantitative skills possessed by employees and students. This problem is particularly acute among students who need to study mathematics as a supporting subject (for example in engineering or computing) and can be quite critical in health professions where dosage calculations and measurement are critical . The issues regarding the quantitative skills gap among many university entrants and the consequent requirement for some form of mathematics support has been well documented and it seems that potential solutions need to go beyond the simple provision of mathematics support classes as although these can address content deficiencies, they will not necessarily help with more fundamental underlying negative beliefs and anxieties that students may have towards mathematics. DOI doi: 10.11120/msor.2008.08030031 File upload

The value at risk of the mathematical provision: Critical issues

The paper addresses the calculation of the value at risk (VaR) of the mathematical provision applied in a fair valuation context. Following a balance-sheet approach, the classical definition of VaR needs some clarifications. For indentifying worst cases it is opportune to observe that an increase in the value of the liability corresponds to expenses or, better, additional costs, which may result in either a profit shrinkage or a proper loss. Therefore, the classical portfolio return distribution can be redesigned as a liability cost distribution, where critical values lie in the right-hand tail. In the case of the mathematical provision, the expected cost can be easily linked to the expected value of the reserve at the end of the risk horizon. After an overall view on the VaR problems from a managerial perspective, the paper presents, the choice of the VaR model and the number of risk factors to take into account, in addition to describing the calculation technique. The calculation, performed using a simulation approach, is developed as an application case of a life annuity portfolio and provides an estimate of the worst-case loss at a fixed confidence level after a fixed period of time.

Overview of the provision of mathematics support to students in a University College

Overview of the provision of mathematics support to students in a University College

On the Financial Risk Factor in Fair Valuation of the Mathematical Provision

The paper focuses on the financial variable for the provision evaluation and analyses the sensitivity of the fair valuation to interest rate parameters. In a determinist scenario the evaluation risk is studied in a market value perspective and its impact is measured through the sensitivity of the net value of the intermediation portfolio to a modification of the financial risk driver. In a stochastic scenario the sensitivity of the current values of projected liability cash-flow is investigated by means of a numerical implementation.

Mathematics on the threshold

Lowering the dropout rate of incoming mathematics and science students, and enhancing the provision of mathematics support for freshmen are two important aims of the University of Amsterdam. The approach recently adopted to support first year students is to set up a diagnostic pretest and posttest and use these tests to identify students being at risk of failing their mathematics courses and other modules in the first year. Follow-up procedures are implemented and computer algebra based assessment and practise of mathematics skills play an important role in it. In this paper we describe this approach and its success.

Mathematics for computer scientists: problems and solutions

The results of a survey of the mathematics provision within UK university computer science departments are presented. In particular it is found that many academics are dissatisfied with the level of ‘mathematical preparedness’ of their students. A number of recommendations and resources are suggested to address this.

Engineering students--diagnostic testing and follow up

Improving retention rates amongst engineering students and enhancing the provision of mathematics support for all students within the University are two of the main aims of the Mathematics Learning Support Centre (MLSC; http://mlsc.lboro.ac.uk). This paper will describe some recent strategies adopted to support first year engineering students. It will also comment upon the success of these strategies.