Department Of Mathematics Research Articles

Can A Language Model Be Conscious?

Abstract Unseduced by ChatGPT's apparent abilities, Dr Matthew Shardlow of Manchester Metropolitan University's Department of Computing and Mathematics explores the current limits of AI.

Examination the Opinions of Pre-Service Teachers on the Concept of Creativity

This study aims to examine the opinions of the pre-service teachers, who are studying in the department of mathematics, on creativity and the concept of mathematical creativity. The study group of the study consisted of 32 pre-service teachers studying in the 4th grade in the department of mathematics teaching in a province located in the southern region of Turkey in the 2022-2023 academic year. In this study, qualitative research method was used. In the study, semi-structured interview technique, one of the qualitative data collection techniques, was used. Content analysis technique was employed to analyze the data obtained from the interviews. As a result of the analysis of the data obtained in the research, pre-service teachers stated that creativity is a different and original way of thinking, it is a case of adding a new one on top of the existing situation, and mathematical creativity is the ability to produce different and new solutions. In addition, the opinions of pre-service teachers about the characteristics that should be in a creative teacher are gathered in two themes as professional and personal characteristics. In addition, it was concluded that the majority of the opinions of the pre-service teachers about their self-sufficient and inadequate situations in terms of creativity considered themselves at a sufficient level in this regard.

On the Linear Convergence of Extragradient Methods for Nonconvex–Nonconcave Minimax Problems

Recently, minimax optimization has received renewed focus due to modern applications in machine learning, robust optimization, and reinforcement learning. The scale of these applications naturally leads to the use of first-order methods. However, the nonconvexities and nonconcavities present in these problems, prevents the application of typical gradient descent/ascent, which is known to diverge even in bilinear problems. Recently, it was shown that the proximal point method (PPM) converges linearly for a family of nonconvex–nonconcave problems. In this paper, we study the convergence of a damped version of the extragradient method (EGM), which avoids potentially costly proximal computations, relying only on gradient evaluation. We show that the EGM converges linearly for smooth minimax optimization problems satisfying the same nonconvex–nonconcave condition needed by the PPM. Funding: H. Lu was supported by The University of Chicago Booth School of Business Benjamin Grimmer was supported by Johns Hopkins Applied Mathematics and Statistics Department.

Comparing the Learning Environments Related to Mathematical Modelling Through Distance Education

This study aims to compare two different learning environments designed online in terms of their contributions to the development of mathematical modelling competencies. In the research, which was designed with the triangulation method, among the mixed research methods in which the qualitative and quantitative research methods are used together. The participants, determined with the purposeful sampling technique, consisted of 53 fourth class students who were studying at the mathematical teaching department of a faculty of education. In the research, while the quantitative data were analyzed with the paired samples t-test and Wilcoxon test, the qualitative data were analyzed with the content analysis. As a result of the analyses, while a significant difference was found in favour of the post-test between the modelling test questions of the pre-service teachers who attended the distance education in groups, the modelling test results of the pre-service teachers who attended individually did not differ. In addition, while it was observed that the participants who attended individually had difficulty in expressing themselves more throughout the process, it was determined that those who worked with groups tried to verify the results they reached more during the modelling process compared with those who participated individually.

Relocating mathematics: a case of moving texts between the front and back of mathematics

As mathematics departments in the United States began to shift toward standards of original research at the end of the nineteenth century, many adopted journal clubs as forums to engage with new periodical literature. The Bryn Mawr Mathematics Journal Club, maintained episodically between 1896 and 1924, began as a supplement to the graduate course offerings. Each semester student and professor participants focused on a single disciplinary area or surveyed what had been published lately. The Notebooks containing these reports were stored on the open shelves of the college library. These collectively composed documents record ways in which graduate students transcribed and interpreted contemporary literature from the front to the back of mathematics. This article will consider the entries of a single student in which published mathematics was rewritten for a local audience and how the process of relocation animated research at Bryn Mawr.

Organization of a Hybrid Multi-Platform Online Course on “Machine Learning” for Higher Education System

The article deals with the experience of developing and integrating the author’s multiplatform online course “Machine Learning” into the educational process of higher education institutions. On the basis of international experience the recommendations on the integration of the online course content into the educational environment of the university are developed. The requirements to the choice of an educational platform when teaching programming are discussed. The key points concerning the selection of training content, its quality assessment, as well as its implementation in the educational process are highlighted on the example of the discipline “Machine Learning”, developed at the Department of Mathematics at A.I. Herzen Russian State Pedagogical University for bachelors studying in the direction 01.03.02 “Applied Mathematics and Informatics”. The author’s composition of Python 3 programming language libraries for generating practical tasks for solving problems of different complexity and organising mini-research in the field of machine learning is presented. Jupiter Notebook, Stepik, Moodle Herzen platforms are specified as the means of training organisation. When selecting and creating task material, domestic resources of olympiad programming: Kaggle and Codeforces were actively used. The first results of the experimental testing of the methodology at the Faculty of Mathematics of the Herzen Russian State Pedagogical University are discussed.

Diffrences in Student’s Grade Point Average (GPA) Based on SBMPTN of UTBC and UTBK and External Motivation in Choosing PMIPA Majors of Tadulako University

This study aims to describe the differences in student's GPAs at the Mathematics and Natural Science Education (PMIPA) Department of Tadulako University who enter through the Joint Selection to Enter State Universities (SBMPTN) pathway with the Print-Based Written Test (UTBC) in 2018 and Computer-Based Writing Examination (UTBK) systems in 2019, describe the relationship of external motivation of students in choosing majors with GPA based on the SBMPTN (UTBC and UTBK) pathway. The samples used were all students at the PMIPA Study Program of Tadulako University who entered through the UTBC SBMPTN pathway in 2018 as many as 134 students and 130 students of UTBK 2019. There is an insignificant difference in the students' GPA through the UTBC and UTBK SBMPTN pathway. The students of UTBK have a higher GPA in the second semester than the students of UTBC, with the average GPA of UTBC students is 3.407, and the average GPA of UTBK students is 3.525. There is no relationship between students' external motivation in choosing a major against students' GPA at the PMIPA department of Tadulako University, but factors of interest and self-will influence it.

An analysis of interaction patterns in students’ research essay guidance to build six main parameters of the Indonesian National Qualification Framework: Covid-19 pandemic period

This study aims to reveal the interaction patterns and inhibiting factors for the final project guidance in the Mathematics and Natural Sciences Education Department, Universitas Lampung, to develop the six main parameters of the Indonesian National Qualifications Framework (INQF). The study employed a mixed method involving 67 students who composed the final project for the 2021/2022 academic year selected from 314 final project students using the cluster random sampling technique. The data in this study were primary and secondary data obtained by questionnaires, interviews, and documents, analyzed qualitatively, quantitatively, and descriptively. The closed-response questionnaire was used regarding the interaction pattern, the INQF parameters achievement, and perceptions of the achievement of students' core competencies. An open-response questionnaire regarding the inhibiting factors for the final project guidance was used to provide the qualitative data. Descriptive analysis was conducted to determine the profile and interaction pattern of the final project guidance, while the qualitative analysis using Miles and Huberman model was to reveal the inhibiting factors of the final project. The results show that: (1) the dominant interaction pattern that occurred was an associative pattern originating from the factors of suggestion, identification, and sympathy; (2) the INQF parameter with the best score is the science parameter with an average parameter achievement of 9.97 from the lowest score 3.00 until the highest score 12.38; and (3) the perception of achieving the highest core competency of students is the aspect of soft skills, both personal and interpersonal, with the highest average perception of achieving core competency being 59.71 out of 80.

Teaching Mathematics Virtually in Higher Education Amidst the Pandemic: A Phenomenological Inquiry

In light of the pandemic brought about by COVID-19, classes have shifted from physical to virtual. There was an abrupt change in the methodologies and sudden adjustments in the teaching and learning process. It led to various problems, especially in mathematics, where teachers required more board work and supplemental activities to ensure student learning. This study aims to assess the different experiences of mathematics teachers in higher education. Employing a qualitative method, particularly the phenomenological research design, participants from the mathematics department in a higher education institution participated in the interviews. Thematic data analysis reveals five themes. These are the teachers who have difficulty in teaching and presenting the topics; there was not enough interaction from students; slow internet connection became a big problem; there is a need for more digital infrastructure; and teachers had to be flexible and lenient. This study implies that mathematics teachers at the tertiary level are continually providing the learning that the students need despite the absence of face-to-face classes. The study reveals the diversity of efforts amidst the pressure and anxiety brought about by the pandemic.

Sessions of the Workshop of the Mathematics and Mechanics Department of Lomonosov Moscow State University, “Urgent Problems of Geometry and Mechanics” Named After V. V. Trofimov

Brief information on sessions of the workshop in 2017 is presented.

Guest Editorial: Blockchain and decentralised solutions for social good

Guest Editorial: Blockchain and decentralised solutions for social good

THE 21ST CENTURY SKILLS GAP IN THE KENYAN EDUCATIONAL SYSTEM: A FOCUS ON PUBLIC SECONDARY SCHOOLS IN WEBUYE WEST SUB COUNTY, KENYA

The quote from Alvin Toffler “the illiterate of the 21st century will be those who cannot learn, un learn and re learn can be used to describe the educational system of a country which hopes to equip learners with relevant 21st century skills”. However, there is a widespread consensus that education systems are failing to adequately prepare learners with the relevant 21st century skills necessary to succeed in life, and career and be better citizens. The study adopted a descriptive survey research design. Primary data was collected using structured questionnaires and checklists. A census approach was used to select all 47 secondary schools in Webuye West Sub County. Purposive sampling was used to pick 4 teachers from each school. The four teachers were picked from the language department, Humanities department, Mathematics department, and Sciences department respectively. The sample size was 188 teachers. SPSS was used to analyze data. Descriptive statistics such as frequencies, percentages, mean and standard deviation was used. Findings reveal that the educational system in Kenya prioritizes competitive exams while underplaying 21st century skills that are needed to make learners better citizens. This implies that there is a high 21st century skills gap between both the teachers and the learners in most of the public secondary schools in Kenya. The study concluded that in 21st century all educators (teachers) play a critical role in shaping the lives of learners. When the teaching and learning process is at its best, learners will be better citizens and better human beings in society and in the nation at large. Therefore, educators should act as mentors and peer coaches with fellow educators, pursuing continuous learning opportunities and unlearn, learn and relearn to make better educators.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0004/a.php" alt="Hit counter" /></p>

PEMROGRAMAN PEWARNAAN GRAF PADA PENJADWALAN MATA KULIAH JURUSAN MATEMATIKA

The scheduling of odd semester courses for the 2022/2023 Academic Year in the Mathematics and Data Science Department which is intended to avoid conflicts in the lecture implementation process, is prepared by colored dots on the graph. The dots are assumed to be courses while the edges of the graph are given to indicate that two courses cannot be arranged on the same schedule. Coloring with the Welsh-Powell method is carried out after the adjacency matrix which shows the relationship between the subjects is constructed. Class schedules with 8 subject groups (slots) are generated and distributed to each lecture session with a maximum of 5 sessions Monday to Friday. Course schedules with weights of 4 and 3 credits are carried out in 2 sessions each week. The application of the coloring method is done using the C++ program

Welch-Powell Algorithm Implementation In Compiling Lecture Schedules In The Mathematics Education Study Program, Manado State University

This study aims to compile a Lecture Schedule at the Mathematics Education Study Program, Faculty of Mathematics Natural and Earth Sciences Manado State University using the Welch-Powell Algorithm. The scheduling of lectures at the Mathematics Education Study Program, Faculty of Mathematics and Natural Sciences, Manado State University often collides because several lecturers have different numbers of courses and credit rights. This it can be seen that the method of preparing lectures used is still not effective and efficient. Preparation of a course schedule is an action taken so that time can be managed as effectively and efficiently as possible. The preparation of this lecture schedule will use a simple graph with input data, namely the number of lecturers, number of courses, credits for each course, days used in the week, time slots and number of classes used. After getting the input data, point coloring is carried out in coloring on the graph using the Welch-Powell Algorithm assisted by MATLAB software to get an effective and efficient class schedule. Lecture Schedule Arrangement in the Mathematics Education Study Program, Department of Mathematics, Faculty of Mathematics, Natural and Earth Sciences, Manado State University using the Welch-Powell Algorithm produces a schedule that does not collide, so that the Welch-Powell Algorithm can help prepare an effective and efficient class schedule .

The S-STEM Scholarship Program to Advance Academic Success and Career Development for CME Majors at Shepherd University

The Track II NSF S-STEM Program in the Computer Sciences, Mathematics, and Engineering Department at Shepherd University started in October 2021 and has thus far supported 14 scholars majoring in computer science, mathematics, data analytics, or engineering. The overall goal of the program is to increase the number and quality of STEM graduates in the STEM workforce by providing financial, academic, and social support, which enables qualified students to overcome certain barriers that prevent them from meeting their educational and career goals. In this poster, the most significant activities and outcomes of the program since its inception are presented. Survey results and outcomes from the last academic year, along with initiatives that increase, retain, and support students in CME fields, are also discussed. This program has been supported by the NSF S-STEM Grant (award No. DUE-2130267).

The Film Random Laser Doped with Core-Shell Structure Ag Spheres

Annals of Chemical Science Research The Film Random Laser Doped with Core-Shell Structure Ag Spheres Songtao Li1,2*, Min Zhao1,2, Yuwei Wang1,2 and Zhi Ren1,2 1Department of Mathematics and Physics, North China Electric Power University, China 2Heibei Key Laboratory of Physics and Energy Technology, North China Electric Power University, China *Corresponding author:Songtao Li, Department of Mathematics and Physics and Heibei Key Laboratory of Physics and Energy Technology, North China Electric Power University, Baoding, 071003, China Submission: April 05, 2023;Published: April 12, 2023 DOI: 10.31031/ACSR.2023.03.000574 Volume3 Issue5April , 2023

The Fiber Random Laser with Double Cavities of Air Bubble

Annals of Chemical Science Research The Fiber Random Laser with Double Cavities of Air Bubble Zhi Ren1,2, Yuwei Wang1,2, Lingxu Wang1,2, Min Zhao1,2 and Songtao Li1,2 1Department of Mathematics and Physics, North China Electric Power University, China 2Heibei Key Laboratory of Physics and Energy Technology, North China Electric Power University, China *Corresponding author:Songtao Li, Department of Mathematics and Physics and Heibei Key Laboratory of Physics and Energy Technology, North China Electric Power University, Baoding, 071003, China Submission: April 04, 2023;Published: April 11, 2023 DOI: 10.31031/ACSR.2023.03.000573 Volume3 Issue5April , 2023

Impact of Teaching a Neuro-Computerized Course Through VLE to Develop Computational Thinking Among Mathematics Pre-service Teachers

The current study aims to determine the effect of teaching a mechanic neuro-computerized course through virtual learning environments (VLE) to develop computational thinking among mathematics pre-service teachers. The neuro-computerized virtual learning environments (NCVLE) model was designed to be used to teach the mechanics course to third-year students of the mathematics department. To achieve the targeted learning outcomes, the study recruited (102) third-year students of the Faculty of Education and classified them into a control group of (50) students and an experimental group of (52) students. The experiment lasted for 14 weeks during one semester of the 2021-2022 academic year. The results agreed with most of what has been found from relevant literature and studies. Also, the results indicated that the NCVLE model played a vital role in the purposeful teaching, learning, and assessment processes and enhanced the learning of computational thinking.

Woo-Hoo! The Mathematics and Education of the D’oh-Nut A Review of Simon Singh’s The Simpsons and Their Mathematical Secrets

I am a mathematics educator working in a Faculty of Education, at a mid-sized university. I have degrees in mathematics, teaching, and education related to the teaching and learning of mathematics. I also have twenty years of experience with school boards as a secondary school mathematics teacher and department head. It is from these experiences, knowledge, and professional practice that I approached this book review—from a place of how I see the world around me and work to understand it. I love thinking about and working to understand teachers’ beliefs, problem solving, and professional learning in problem solving contexts, and thus my secondary school teacher ‘self’, or identity, is quite interconnected to my mathematics education researcher ‘self, or identity.

Вища геодезична освіта у Львові до 1880 року (хронологія передісторії виникнення кафедри геодезії Львівської політехніки)

The events of the emergence and development of higher geodetic education in Lviv are described in chronological order, starting from the establishment of the Department of Mathematics at the Lviv (Jesuit) Academy in 1744, where practical geometry was then taught, to the establishment of the Department of Geodesy and Spherical Astronomy at the Lviv Polytechnic in 1871 .and the opening of an astronomical observatory at it in 1880. The contribution to the development of education and science by the brightest representatives of the teaching staff of various nationalities is described, and the drawings of the textbooks prepared by them are given