Quantitative Reasoning Research Articles

Effect of iron deficiency anemia on language development in preschool Egyptian children

BackgroundIron deficiency anemia (IDA) is the most common nutritional deficiency primarily in developing countries. ObjectiveThis study evaluates the effect of IDA on language development in preschool children. MethodologyThe study is a multicenter, comparative cross-sectional study included 226 children between ages 4–6 years. The children were classified into two groups’ anemic (patients) and non anemic (controls) according to the hemoglobin level. All anemic children subjected to complete iron study including; Serum iron, total iron binding capacity (TIBC), Serum ferritin level, to confirm the diagnosis of iron deficiency anemia. Cognitive assessment was done using the Arabic translation Stanford Binet intelligence scale, version four which comprised of four cognitive area scores; visual reasoning, verbal reasoning, quantitative reasoning and short-term memory. Measurement of IQ and mental age were calculated for each child. Language evaluation was done using the Arabic Language test. Receptive language quotient, expressive language quotient and total language quotient were calculated for each child. Results122 children were anemic and 90 were non-anemic with hemoglobin level 10.65 and 11.96 g/dL, respectively (P < 0.000). Anemic children had significantly lower serum ferritin (p < 0.0001), and serum iron (p < 0.0001) compared to the controls. Both groups were matched as regards age, sex, socioeconomic levels and parental educational level. No significant differences observed regarding IQ, mental age, receptive, expressive and total language quotients between anemic and non-anemic children. ConclusionsIDA does not seem to have an effect on language development in preschool Egyptian Children. Future large controlled studies with long follow-up time for the younger age group are needed to determine whether there are existent associations between IDA with language development.

Symbolic Execution and Quantitative Reasoning: Applications to Software Safety and Security

Abstract This book reviews recent advances in symbolic execution and its probabilistic variant and discusses how they can be used to ensure the safety and security of software systems. Symbolic exe...

What do students engage with the most? A comparative study between high and low achieving students within online learning environments

ABSTRACT The purpose of the study was to explore the difference in student engagement between high achieving and low achieving senior undergraduate students who took all their courses entirely online at United States (US) higher education institutions. It aims to evaluate student engagement variables and compare them with student achievement to help instructors and institutions detect areas for improvement in student engagement that might impact student learning and achievement. This study analysed data collected from undergraduate senior-level students who responded to the National Survey of Student Engagement (NSSE) in the academic year of 2015/2016. Seven variables of student engagement were analysed. Results of the study show that high achieving students were significantly higher than low achieving students in higher-order learning, reflective and integrative learning, learning strategies, quantitative reasoning, and effective teaching practices. However, low achieving students were significantly higher than high achieving students in student–faculty interaction. No significant differences were found in collaborative learning.

A Comparison of Students’ Quantitative Reasoning Skills in STEM and Non-STEM Math Pathways

Quantitative Reasoning (QR) is essential for today’s students, yet most higher education institutions have not effectively addressed this issue. This study investigates students’ quantitative reasoning in STEM and Non-STEM math pathways using a non-proprietary, NSF grant-funded instrument, the Quantitative Literacy & Reasoning Assessment (QLRA). Participants were students enrolled in at least one college-level math pathway course at a large public institution in the southeastern US. The results showed a significant difference between STEM and Non-STEM students’ QLRA scores, with STEM students (n = 244, M = 27%, SD = 16.21%) scoring, on average, about 6% higher than Non-STEM students (n = 295, M = 21.1%, SD =11.38%). STEM students who were further along in their math sequence, i.e. Pre-calculus/Trigonometry and Calculus I, had a higher QLRA score than those taking the gateway math courses in that pathway. Non-STEM students who took additional math courses also had a higher QLRA score than those in the entry-level math course. However, the students overall had relatively low QR skills (n = 539, M = 23.78%, SD = 14.07%). These results highlight the need for an increased understanding of the math pathways initiative and its relationship with quantitative reasoning. Thoughtful and deliberate scrutiny of curriculum and pedagogy is important in all math pathways as it relates to the development of quantitative reasoning skills.

Developing Professional Mindset with Mastery Grading

Quantitative Reasoning for Professionals is a two-semester general education sequence that teaches basic and intermediate algebra through the lens of quantitative reasoning. In this course sequence, we emphasize communication and inference-making while teaching practical algebra skills for students in programs such as business, nursing, and social work. Students placing into this course sequence are statistically at-risk to drop out of college, and our experience indicates that lacking college-readiness skills are a primary factor in this risk. We created a mastery grading system that was specifically designed to promote skills and habits of mind that are associated with retention. With a view toward our pre-professional student audience, we framed these outcomes in the context of a “professional mindset.” In this paper, we present the specifics of the professional mindset outcome and the context that led to its definition. We describe the specifics of our grading system and informally report on its failures and successes in promoting a professional mindset in our students.

Collapse Risk Analysis of Deep Foundation Pits in Metro Stations Using a Fuzzy Bayesian Network and a Fuzzy AHP

Collapse risk analysis is of great significance for ensuring construction safety in foundation pits. This study proposes a comprehensive methodology for dynamic risk analysis of foundation pit collapse during construction based on a fuzzy Bayesian network (FBN) and a fuzzy analytical hierarchy process (FAHP). Firstly, the potential risk factors contributing to foundation pit collapse are identified based on the results of statistical analysis of foundation pit collapse cases, expert inquiry, and fault tree analysis. Then, a FAHP and improved expert elicitation considering a confidence index are adopted to elicit the probability parameters of the BN. On this basis, quantitative risk reasoning and sensitivity analysis of foundation pit collapse are achieved by means of fuzzy Bayesian inference. Finally, an actual deep foundation pit in a metro station was used to illustrate a specific application of this approach, and the results were in accordance with the field observations and numerical simulation results. The proposed approach can provide effective decision-making support for planners and engineers, which is vital to the prevention and control of the occurrence of the foundation pit collapse accidents.

Probabilistic Reasoning Across the Causal Hierarchy

We propose a formalization of the three-tier causal hierarchy of association, intervention, and counterfactuals as a series of probabilistic logical languages. Our languages are of strictly increasing expressivity, the first capable of expressing quantitative probabilistic reasoning—including conditional independence and Bayesian inference—the second encoding do-calculus reasoning for causal effects, and the third capturing a fully expressive do-calculus for arbitrary counterfactual queries. We give a corresponding series of finitary axiomatizations complete over both structural causal models and probabilistic programs, and show that satisfiability and validity for each language are decidable in polynomial space.

The development and influencing factors of Kindergarteners’ mathematics problem solving based on cognitive diagnosis assessment

In this study we investigated the development of 245 kindergarteners’ mathematics problem solving (MPS) at two time points within 7 months using a cognitive diagnostic test, which measured three cognitive components (mathematical knowledge and skills, semantic understanding, and quantitative reasoning) with eleven cognitive attributes. The effects of five influencing factors [language ability, mathematics application ability, calculation ability, approaches to learning (ATL) and socio-economic status (SES)] on the children’s MPS ability at the two time points were examined. The results indicated that the 245 children’s mastery of mathematical knowledge and skills was much better than their mastery of semantic understanding and quantitative reasoning. Furthermore, they achieved significant progress in set comparison and addition and subtraction within the range of natural numbers to ten (two of the three cognitive attributes of mathematical knowledge and skills), additive composition reasoning and one-to-many correspondence reasoning (two of the three cognitive attributes of quantitative reasoning). Only their mathematics application ability significantly predicted their mastery of the three cognitive components of MPS ability at the two-time points. Their language and calculation abilities predicted only their mastery of mathematical knowledge and skills at the two time points. Their ATL predicted their mastery of the three cognitive components of MPS only at the first time point, and their SES predicted only their mastery of semantic understanding 7 months later.

Assessing Undergraduate Competencies in Biochemistry and Molecular Biology via an Annual Exam

Assessment of student learning can both provide a measure of individual achievement and support data‐driven decisions about educational programs. The annual American Society for Biochemistry and Molecular Biology (ASBMB) Certification Exam is an important component of the undergraduate accreditation program offered by the Society. Exam development and scoring have resulted in a community of scientist‐educators dedicated to the improvement of biochemistry and molecular biology (BMB) education. The exam assesses student competence in four BMB concept areas: energy and metabolism; structure and function; information storage and transfer; and quantitative reasoning. Undergraduate students nearing completion of their ASBMB‐accredited program are eligible to take the exam. A community of volunteers, aided by the organizational efforts of ASBMB staff, has come together to implement all aspects of the exam process. Over 50 volunteers from diverse institutions across the country helped score the exam in 2019, and additional volunteers are being recruited for 2020. This scoring community primarily consists of BMB faculty members, but also welcomes postdoctoral scientists and advanced graduate students. In preparation for the exam, scoring teams review and suggest revisions for proposed exam questions and answer keys. Several scoring teams of 3–5 members are assigned to each concept area, and each exam question is scored independently by one or more teams. Student responses are marked as “highly proficient”, “proficient”, or “not yet proficient”. Scoring is statistically analyzed for inter‐rater reliability. Any discrepancies are resolved cooperatively. Students’ overall exam scores are categorized as “Pass with Distinction”, “Pass”, or “Not Passing”. Since the exam was first administered in 2014, nearly 4,000 students have participated. Historically, the “Pass with Distinction” rate has ranged between 10% and 18% and the “Pass” rate 35% to 55%. Scorers value the opportunity to contribute to this national effort to support quality BMB education. Many have served in this role for multiple years, and 98% of the 2019 scorers report they plan to score again in 2020.Support or Funding InformationThis project is supported by the American Society for Biochemistry and Molecular Biology, through the Education and Professional Development Committee.

The cognitive profile and autistic characteristics associated with Sotos syndrome

The purpose of this thesis was to advance understanding of the cognitive and behavioural profiles associated with Sotos syndrome. Specifically, the aim of this thesis was to establish the cognitive profile and whether autistic features are associated with Sotos syndrome. Initially, a systematic review of all published literature providing data on cognition and behaviour in Sotos syndrome was conducted. In general, research investigating cognition and behaviour in Sotos syndrome has been sporadic and much of the existing literature is based on small samples. The findings from the systematic review were used to inform the design of the research presented in the subsequent chapters. The studies reported within this thesis have used the largest samples to date to investigate cognition and behaviour in individuals with Sotos syndrome. Specifically, the findings demonstrate that Sotos syndrome is associated with a high prevalence of autistic features, as well as a clear and consistent cognitive profile. In particular, the Sotos syndrome cognitive profile is characterised by relative strength in verbal ability and visuospatial memory and relative weakness in non-verbal reasoning ability and quantitative reasoning. Furthermore, greater severity of autistic features is associated with lower intellectual ability for individuals with Sotos syndrome. Communicative difficulties are common in both adults and children with Sotos syndrome and individuals display difficulty with both structural and pragmatic aspects of language. Overall, the findings reported within this thesis advance understanding of the cognitive and behavioural phenotype of Sotos syndrome and have important implications for considering the syndrome-specific needs of these individuals.

Effect of circulating 25-hydroxyvitamin D and antioxidant capacity level on cognitive function parameters of children with idiopathic short stature

BackgroundAn optimal level of vitamin D is necessary for normal bone growth. Recently, vitamin D has been linked to many neurological disorders, changes in antioxidant capacity levels, and cognitive function decline in old age; thus, the aim was to evaluate the effect of vitamin D and antioxidant levels on the cognitive function parameters of children with idiopathic short stature (ISS).ResultsA prospective case-control study was conducted with 60 primary school-aged children with ISS who were compared to 60 unrelated healthy age- and sex-matched children as a control group. A complete clinical evaluation; anthropometric measurements; neurocognitive function parameters using the Stanford-Binet test, fifth edition; vitamin D level; total antioxidant capacity (TAC); total oxidative stress (TOS); and oxidative stress index (OSI) were measured. A total of 83.3% of children with ISS had a vitamin D level < 30 ng/ml with significantly lower vitamin D levels than the control group. The TAC level was significantly lower in children with ISS than in healthy children. Children with ISS had an average level for all of the cognitive function parameters but a lower non-verbal IQ, full-scale IQ, fluid reasoning, knowledge, quantitative reasoning, and working memory than healthy controls. A positive correlation was found between vitamin D level and all anthropometric measurements, all IQ parameters, and TAC levels in the studied children. A positive correlation was found between TAC and all IQ parameters.ConclusionVitamin D level and antioxidant capacity level have a major impact on cognitive function parameters in children with ISS.

Opportunities for Reasoning: Digital Task Design to Promote Students\u2019 Conceptions of Graphs as Representing Relationships between Quantities

We posit a dual approach to digital task design: to engineer opportunities for students to conceive of graphs as representing relationships between quantities and to foreground students’ reasoning and exploration, rather than their answer-finding. Locally integrating Ference Marton’s variation theory and Patrick Thompson’s theory of quantitative reasoning, we designed digital task sequences, in which students were to create different graphs linked to the same video animations. We report results of a qualitative study of thirteen secondary students (aged 15–17), who participated in digital, task-based, individual interviews. We investigated two questions: (1) How do students conceive of what graphs represent when engaging with digital task sequences? (2) How do student conceptions of graphs shift when working within and across digital task sequences? Two conceptions were particularly stable – relationships between quantities and literal motion of an object. When students demonstrated conceptions of graphs as representing change in a single quantity, they shifted to conceptions of relationships between quantities. We explain how a critical aspect: What graphs should represent, intertwined with students’ graph-sketching. Finally, we discuss implications for digital task design to promote students’ conceptions of mathematical representations, such as graphs.

Using Open-Source Videos to Flip a First-Year College Physics Class

Flipped classrooms provide students the opportunity to collaboratively solve challenging problems in class with help and scaffolding available from instructors. Because there are many ways to structure a flipped course, research on the effectiveness of flipping classrooms has produced mixed results. Therefore, it is important for researchers to describe the class structure when evaluating the flipped classroom format. This enables other instructors to determine which approach is best suited to their particular teaching style. The current paper describes and evaluates the use of existing open-source (stand-alone) videos when flipping an introductory physics classroom. Over 4 years, data was gathered via three methods including a survey measuring self-reported student perceptions of the course (n = 48), performance on a concept inventory (n = 113), and institutional records (n = 298) to provide a holistic view of the effects of flipping the class. Results indicated that students regularly watched and took notes on the videos, but not all the students enjoyed the flipped classroom format. Despite fewer topics being covered in the flipped version of the class, there were no statistically significant differences in concept inventory performance before and after the course was flipped. Students had higher grades in the associated laboratory course and in subsequent quantitative reasoning courses after the course was flipped. There were no statistically significant differences between grades in subsequent physics courses or based on gender after the course was flipped. Additional implications of the study are also presented.

The quantitative reasoning ability of high school students

Quantitative reasoning is a mental activity that emphasizes drawing conclusions based on quantitative data or information. Students are often wrong in solving quantitative reasoning problems. Students do not understand very well the relationship between the information provided with the questions in the problem. The solution to this problem is to investigate students’ quantitative reasoning ability. This study aims to find out the activities of students’ quantitative reasoning abilities. This research uses a qualitative approach. Twenty-three high school students were involved in this study. Data is collected by giving tests in the form of quantitative reasoning ability questions. After the test, a brief interview was conducted with some students. The results of this study indicate that students still have difficulties in answering questions in the form of quantitative reasoning abilities. Therefore serious attention is needed to improve students’ quantitative reasoning abilities.

Community College Faculty Perspectives Regarding Quantway

ABSTRACT Community colleges have been under increasing pressure to devise alternate math pathways to the traditional sequence of developmental math classes. Considering the important role faculty play in student success, this qualitative study focuses on faculty perspectives regarding Quantway, a novel alternate pathway for community college students who are not majoring in a math-related field. The following research question guided this study: Based on their experiences, both positive and challenging, what are the faculty perspectives regarding teaching Quantway? Data were gathered, using structured interviews, from 10 community college instructors at four community colleges. Positive aspects of teaching Quantway are improved student attitude and motivation, student engagement and support, sustainability, certain aspects of the single-semester quantitative reasoning [QR] course with the co-requisite, and faculty fulfillment. Challenges that faculty reported were mandated pedagogy and certain facets (other than those experienced as positive) of the single-semester QR course with the co-requisite. There were other aspects on which faculty perspectives were mixed, including the support system for faculty when teaching Quantway as well as the appropriate level of academic rigor in a QR course. The pedagogical approach of Quantway courses should be less prescriptive and more flexible. Continued communication among Quantway faculty is also imperative. Future research should focus on effective pedagogical practices as well as incoming skill level for the single-semester QR course with the pre-requisite. Overall, the findings from this study suggest that Quantway positively impacts faculty and students.

Penalaran Statistik pada Peserta Didik Kelas IX

This study aims to explore the ability to reason students in statistical material. This is motivated by the ability to reason statistics class IX students have not yet reached the highest level at the level of reasoning ability. This research is a qualitative research. The instrument used consisted of statistical question sheets and interview guidelines compiled based on indicators of statistical reasoning ability. The results of the study indicate that students are still unsure of the answers to the problems because basically students still have a level of informal quantitative reasoning ability.

The effect of quantitative reasoning on prospective mathematics teachers’ proof comprehension: The case of real numbers

We report a mixed-methods research study investigating the effect of quantitative reasoning on prospective mathematics teachers’ comprehension of a proof on real numbers. Nineteen prospective mathematics teachers engaged in quantitative reasoning while developing real numbers as rational number sequences in a series of instructional activities. All participants completed a proof comprehension assessment prior to and upon completion of the instruction. Six of the prospective mathematics teachers also participated in semi-structured interviews after the post-test. Results showed a significant difference in proof comprehension performance between the pre- and post-tests. Moreover, results from the interviews showed that prospective teachers reasoned quantitatively on the proof comprehension dimensions. Results suggest that engaging in quantitative reasoning during instruction may help to develop proof comprehension, particularly in situations involving the analysis of proofs entailing properties of the real number system. We recommend embedding quantitative reasoning in teacher education and professional development programs to facilitate mathematics teachers’ proof comprehension and proving activities.

Intelligent Safety Control Assistant Decision-Making System of Missile Flight Test

In future the safety control will face many difficulties such as multiple missiles, the large amount of real-time data, more complex flight environment and so on. The current method could not meet the needs. It was necessary to study on the intelligent safety-control assistant decision-making system. At first the function requirements of the system were analyzed and the architecture was divided. The operational flow of the system was presented in following. At last several important technologies were discussed in detail. Through the quantitative analysis and reasoning, the intelligent safety-control assistant decision-making system could provide better services for the commanders.

Articulación entre la educación media técnica profesional (EMTP) y la educación superior técnico profesional (ESTP): un análisis de regresiones logísticas estereotípicas

El presente estudio tiene por objetivo determinar si la edu-cación media técnica —EMTP— tiene un impacto en la probabilidad de selección de programas de educación técnica superior que requieren diferentes niveles de habilidades duras (razonamiento abstracto, razonamiento cuantitativo, pensamiento inferencial y crítico) y blandas (relaciones interpersonales, lenguaje y comunicación, creatividad). Se emplearon regresiones estereotípicas para predecir las probabilidades de matricularse en una escuela de educación superior en comparación con otra, para nueve escuelas (Ingeniería, Turismo, Salud, Construcción, Informática y Telecomunicaciones, Recursos Naturales, Administración, Diseño, Comunicaciones) cuando el estudiante proviene de la media técnica. Los resultados del modelo completo indican que los estudiantes de EMTP tienen mayor proba-bilidad de elegir programas que exigen un mayor nivel de competencias duras como las Ingenierías de nivel técnico superior.

Use of Factorial Analysis of Mixed Data (FAMD) and Hierarchical Cluster Analysis on Principal Component (HCPC) for Multivariate Analysis of Academic Performance of Industrial Engineering Programs

The article describes a new idea about using Factor Analysis, Mixed Data, and Hierarchical Cluster Analysis on Principal Components to study the academic performance in 82 Industrial Engineering Programs in Colombia. For this, we used the data from the results of the standardized test of the Saber Pro.). The authors find that the first three components explain 89.12% of the original data set variability. The quantitative variables associated with the Factor Analysis are the first dimension, while the two qualitative variables are related to the second dimension. The first factor explains 95.83% of the dispersion of the scores in Critical Reading, 94.72% of the variability in Quantitative Reasoning, 94.51% of the variation in Mathematics and Statistics, among others. This study shows a strong positive correlation between the quantitative variables and the first factorial axis. It assumes that the Industrial Engineering Programs of public higher education institutions perform better than private ones. The article stipulates that the higher education institutions belonging to the Andean Region present a better performance, followed by the higher education institutions located in the Pacific Region. In general terms, the results confirm that the best performing universities usually appear in the first places in the different rankings and are located in the big cities.