Sequence Of Instructions Research Articles

Slicing Through the Noise: Efficient Crash Deduplication via Trace Reconstruction and Fuzzy Hashing

In contemporary software security testing, fuzzing is a pervasive methodology employed to identify vulnerabilities. However, one of the most significant challenges is the vast number of crash reports, many of which are repetitive, resulting in an increased analysis burden for security researchers. To address this issue, we propose a novel method for reducing crash redundancy and grouping similar crashes based on their execution traces. By leveraging the Intel Processor Trace (PT), we can reconstruct the instruction flow of the last executed function in each crash and extract its relevant instruction slice through data dependency backward slicing. The registers are abstracted, and the immediate values are generalized to normalize the instruction sequence. Subsequently, fuzzy hashing is applied to the generalized instruction sequences, and a similarity-based greedy strategy is employed for grouping. The method effectively reduces the workload by clustering crashes with similar root causes, leaving analysts with only representative samples to investigate. Furthermore, compared with conventional stack hashing techniques, our methodology demonstrates an average improvement in accuracy of 15.38% across four programs, with a total of 281 crashes.

Wallace in the Amazon

This work presents a teaching and learning sequence (TLS) that aims to engage students in learning core biological knowledge and well-informed conceptions about the nature of science through a historical case study: Alfred Russel Wallace’s (1823–1913) research on palm trees in the Amazon. He observed, illustrated, described, and collected several specimens to understand the region’s biological diversity. We took it as a starting point for students to use a dichotomous identification key and develop a phylogenetic tree. We also mention an evaluation of the TLS applied in second-year high school classes involving sixty students from a public school in the city of São Paulo in 2013. The activity produced several positive effects, especially regarding motivation for learning phylogenetic classification from exemplary historical contexts. The experience illustrates in a more general way how the use of nature investigations carried out in the past can contribute to a more complete scientific education, as described in the new curricular standards.

FORMAÇÃO DE PROFESSORES POR MEIO DA SEQUÊNCIA DIDÁTICA E TECNOLOGIAS DIGITAIS

This study shows that teacher training through teaching sequences combined with digital technologies is an effective strategy for promoting pedagogical innovation. This approach organizes teaching and develops essential teaching skills, meeting new educational demands. However, its full implementation depends on investments in technological infrastructure, since many schools face limited access to equipment and the Internet. Therefore, educational policies should prioritize technological improvements, including the acquisition and updating of resources. Continuing education is another key aspect, which should go beyond technical training to include critical reflections on the pedagogical integration of technologies. This article reinforces the importance of continuing teacher training and the alignment between school infrastructure and pedagogical practices. Creating environments that encourage innovation and experimentation, as well as communities of practice for the exchange of experiences among educators, are essential. By addressing the challenges and opportunities of technological integration and teaching sequences, the study contributes to transforming education. This transformation aims to make it more inclusive, interactive, and relevant, preparing students for a future in constant evolution. The balance between teacher training, technological resources and innovative practices is essential to meet the contemporary demands of education.

Development of personalized profiles of students with autism spectrum disorder for interactive interventions with robots to enhance language and social skills.

The inclusion of students with autism spectrum disorder (ASD) in mainstream education (primary and secondary, in the range of 4-5 to 8-10 years old) is a complex task that has long challenged both educators and health professionals. However, the correct use of digital technologies such as personalization settings and interaction with robots has clearly shown how these new technologies can benefit ASD students. However, it is essential to characterize the profile, problems, and needs of each student, since it is not possible to generalize an accessible approach for all users. The work presented shows the creation and validation, through pilot tests, of an instrument that outlines the main needs of a student with ASD, based on behavioral variables. In a later phase, instructional sequences will be designed and adapted through digital tablets and interaction with a robot to improve specific aspects identified in the initial profile. The results demonstrate the method's ability to assess and prioritize profiles satisfactorily which helps create a design adjusted to each student. The first pilot tests have been well received by ASD students, who have shown increased interest in the contents and methods used in this approach. Motivation levels and engagement have also increased, and social interactions with their peers have improved.

Mental constructions for the learning of the concept of vector space

This study contributes to the literature on linear algebra instruction by designing and researching a teaching sequence based on APOS Theory to introduce engineering students to vector spaces. The sequence offers students multiple opportunities to understand the concept. Another contribution is the evidence that introducing prerequisite concepts—such as equality, sets, and binary operations—before tackling vector space was crucial for grasping the role of proof in determining whether a set is a vector space. The findings confirm that, as other studies have shown, vector space is challenging for students. However, the results demonstrate that students were able to face this challenge. All students showed evidence of developing an understanding of the concept, with nine achieving a clear grasp of vector space and the role of proof by the end of the experience. Additionally, the progress observed—from having difficulties with symbols to successfully proving statements involving unconventional operations—underscores the effectiveness of the teaching approach.

The development of a didactic sequence for teaching fundamental trigonometric equations in basic education

The research is related to the teaching and learning of Fundamental Trigonometric Equations. The guiding question of the research was: How will a Didactic Sequence, developed according to the structuring model (UARC), with the aid of concrete material and software, contribute to improvements in the teaching and learning process of Trigonometric Equations? To answer this question, the general objective was defined to propose the development of a Didactic Sequence to enhance the teaching and learning of Fundamental Trigonometric Equations. The didactic sequence is structured according to the construct of Articulated Units of Conceptual Reconstruction (UARC), according to Cabral (2017). Dissertations and textbooks on the subject were analyzed, in addition to a questionnaire via Google Forms being applied to high school mathematics teachers and alumni with questions relevant to the research; the data collected corroborated the methodological objectives outlined. The teaching sequence was applied to an experimental class, while the control class was taught in a traditional way. At the end of the classes, both groups took a test to verify their learning. The analysis of the results is based on the theories of Microgenetic Analysis by Góes (2000) and Discourse Analysis by Mortimer and Scoot (2002). The transcribed learning evidence, together with the average grades on the learning verification test of the experimental class, indicated that the use of the teaching sequence for teaching fundamental trigonometric equations with the help of manipulative materials proved to be an efficient methodological alternative for teaching.

Teaching green and sustainable chemistry by the example of wood biorefinery – a teaching and learning sequence for secondary education chemistry classes

AbstractWir treffen täglich Wahl‐ und Konsumentscheidungen, die das Ausmaß an Umweltverschmutzungen, Treibhausgasemissionen und Ressourcenverbrauch beeinflussen. Der Umgang mit Produkten der chemischen Industrie ist dabei eine besondere Herausforderung. Verbesserungen chemischer Prozesse unter Berücksichtigung der Prinzipien der Grünen Chemie können helfen, diese Herausforderung zu bewältigen. Zum Schutz des Klimas und der Umwelt brauchen wir verantwortungsbewusste Entscheidungsträger:innen und informierte Bürger:innen gleichermaßen. Um nachhaltige Entscheidungen treffen zu können, ist naturwissenschaftliche Grundbildung notwendig, deren Grundlagen u.a. im Chemieunterricht gelegt werden müssen. In diesem Beitrag stellen wir eine Unterrichtsreihe zur Grünen und nachhaltigen Chemie am Beispiel der Holz‐Bioraffinerie für Lernende der Sek. II vor, die klassische Fachinhalte vor dem Hintergrund nachhaltiger Chemie beleuchtet und dadurch zur Förderung von Urteils‐ und Handlungskompetenz bezüglich aktueller Herausforderungen beiträgt.

Innovation of Constructivist Teaching Sequences Model Based on Technology in Biology Material

The learning model is a logical stage for learning students. The learning process must pay attention to the steps that become the basic framework for creating an effective and meaningful student learning process. This study aims to innovate biology learning in metabolism material. The innovation is done by integrating several technologies namely Wordwall, Virtual Lab, and Ms. PowerPoint on the Constructivist Teaching Sequence model. The research method used is a literature review sourced from books, journal articles, research reports, and other relevant documents. This research flow has several stages consisting of literature identification, literature selection, literature analysis, synthesis of findings, and learning model innovation design. The result of this research is an innovative learning recommendation using the technology-assisted Constructivist Teaching Sequence model that can be an alternative high school biology learning model.

Enhancing computational fluid dynamics simulation for coronary artery disease analysis through spatial iterative modeling

Abstract Background Endothelial shear stress (ESS) critically influences the pathogenesis of coronary artery disease (CAD) by modulating the formation and progression of atherosclerotic lesions. Despite the use of 3D modeling in computational fluid dynamics (CFD) simulations to calculate ESS, the precision of these models significantly depends on the method of reconstruction. Spatial Iterative Method (SIM) extends the iterative approach in computer science to spatial data, using recurring algorithms to refine 3D models and analyses. Iterative approach executes a sequence of instructions repeatedly until a certain condition is met, enabling progressive problem-solving. Purpose In this study, we investigated the application of the SIM to estimate ESS in coronary arteries and explored Atherosclerotic Plaque Areas (APA) in patients with CAD. Methods We analyzed fifteen patients (9 males, mean age of 63 ± 10.56 years) with atherosclerotic plaque on coronary arteries. The eighteen images captured from an anterior viewpoint in 10-degree increments of the coronary artery obtained from Coronary Computed Tomography Angiography at the best diastolic phase for each patient were used. We implemented the SIM for 3D model reconstruction, facilitating ninety comparisons across all iterations to evaluate ESS estimations accurately. (Figure 1.) Results In our study, we evaluated ESS contours from CFD simulations for a total of 282 APA (200 calcified and 82 soft plaques) across ninety spatial iterations. We categorized ESS into three groups: low (162 APA cases with ESS of less than 1 Pascal (Pa)), medium (67 APA cases with ESS between 1 and 2 Pa), and high (53 APA cases with ESS greater than 2 Pa). There was a significant association between ESS categories and plaque types (p < 0.0001, Figure 2.). The calcified plaques were formed in areas with low ESS (%80 of calcified plaques) and soft plaques in areas with medium and high ESS (%97 percent of soft plaques). Conclusion The significant association between ESS categories and plaque types shows the potential of SIM in hemodynamic analysis. This finding highlights the potential of SIM in enhancing the understanding of hemodynamic influences on plaque formation, offering a promising direction for future cardiovascular research.Figure 1.Sample Iteration of the SIMFigure 2.Heatmap of ESS vs. APA

Mathematical structures in quantum physics education for high school students: Unveiling the power of Dirac notation for conceptual and problem-solving proficiency

[This paper is part of the Focused Collection in Investigating and Improving Quantum Education through Research.] Teaching quantum physics (QP) to high school (HS) students is gaining momentum, necessitating the exploration of various effective methods. Specifically, the research on quantitative teaching methods is still in its early stages. Understanding the power of Dirac notation (DN) in teaching is crucial for grasping the complexities of QP, as it provides a concise and powerful symbolic framework that facilitates both conceptual and computational understanding. This study investigates the proficiency of HS students in interpreting, producing, and manipulating DN within QP. Utilizing qualitative content analysis of student responses to various tasks, quizzes, and final tests, the study aims to uncover the sensemaking opportunities DN provides and the difficulties students encounter. The findings indicate that DN facilitates both conceptual understanding and quantitative problem solving in QP by enabling students to interpret and produce representations of quantum states. The results highlight the importance of extensive practice and well-structured teaching sequences in developing DN proficiency, reinforcing the role of DN as an effective tool for teaching QP at the HS level. The study contributes to the ongoing discourse on integrating mathematical modeling in physics education, emphasizing the potential of DN in enhancing students’ grasp of QP concepts and their application in problem solving. Published by the American Physical Society 2024

LibLISA: Instruction Discovery and Analysis on x86-64

Even though heavily researched, a full formal model of the x86-64 instruction set is still not available. We present libLISA, a tool for automated discovery and analysis of the ISA of a CPU. This produces the most extensive formal x86-64 model to date, with over 118000 different instruction groups. The process requires as little human specification as possible: specifically, we do not rely on a human-written (dis)assembler to dictate which instructions are executable on a given CPU, or what their in- and outputs are. The generated model is CPU-specific: behavior that is "undefined" is synthesized for the current machine. Producing models for five different x86-64 machines, we mutually compare them, discover undocumented instructions, and generate instruction sequences that are CPU-specific. Experimental evaluation shows that we enumerate virtually all instructions within scope, that the instructions' semantics are correct w.r.t. existing work, and that we improve existing work by exposing bugs in their handwritten models.

A Model For Teaching Arabic Grammar In Light Of The Common European Framework Of Reference For Languages

With its intricate arrangement, classification, abundance, and bifurcation, Arabic grammar presents challenges for learners rooted in historical contextual factors and pedagogical approaches. This study addresses the need for a comprehensive examination and categorization of Arabic grammatical rules based on specific criteria aligned with the Common European Framework of Reference for Languages (CEFR). It aims to identify prevalent and obscure rules, offering a compilation organized according to CEFR standards. The objective is to streamline Arabic language acquisition by reducing the overwhelming quantity of rules presented in textbooks for non-native speakers. The primary obstacle learners face is the complex nature of Arabic grammar, compounded by inadequate organization and delivery of existing materials. This leads to a skewed focus on less practical rules, hindering everyday speech and writing proficiency. Statistical analyses reveal the need for restructuring instructional sequences to prioritize commonly used rules. The proposal advocates aligning grammatical structures with CEFR guidelines and incorporating essential structures for non-Arabic speakers, promoting a modern and coherent language. By addressing these issues, this study motivates learners and bridges the gap between non-native and native proficiency levels in Arabic. The research relied on older references for the theoretical framework due to the need for more specialized references on teaching Arabic grammar to non-native speakers.

‘기둥’과 ‘뿔’에 대한 초등 예비교사의 교과 내용 지식 분석

The purpose of this study was to examine elementary preservice teachers’ subject matter knowledge (SMK) of prisms, pyramids, cylinders, and cones. The analysis of the preservice teachers’ SMK regarding the extension of each solid figure revealed that they had more difficulties with cylinders and cones compared to prisms and pyramids. Some of them classified cylinders and cones as solids of revolution based on the instructional sequence of the curriculum. This study also analyzed their SMK by dividing it into three categories: (a) mathematical definitions, (b) school mathematics, and (c) instructional sequence. The mathematical definitions group demonstrated a high overall level of specialized content knowledge (SCK). The school mathematics group, on the other hand, had mostly common content knowledge (CCK). The instructional sequence group often showed SCK only for cylinders and pyramids. Based on these analysis results, we proposed specific measures for preservice teacher education to develop their SMK and knowledge at the mathematical horizon (KMH).

EXPLORING POSSIBILITIES IN THE STELLARIUM FOR TEACHING ASTRONOMY IN THE EARLY YEARS OF ELEMENTARY EDUCATION

Astronomy is considered one of the oldest sciences of humanity. Its themes have always fascinated human beings. In this concept, this study aims to analyze the possibilities of using a Learning Object, the Stellarium software, in the classroom in the early years of Elementary School. The study is part of the qualitative research model and, to examine the Learning Object, descriptive analysis will be used, as it is the one that best suits the purpose of this study. The theoretical bases are based on Meaningful Learning, which values ​​prior knowledge, considered as the foundation for new knowledge. In this context, since Learning Objects can help teachers in their practice, Stellarium stands out as having the potential to provide opportunities for learning this science, as well as bringing technologies closer to the classroom. The results obtained demonstrate that this software can be used to work with Astronomy in the different years of Elementary School, in line with what is proposed by the BNCC, with a strong aspect for innovation. The teaching sequences proposed in this work aim to stimulate the insertion of technologies in the teaching-learning process.

The Interdisciplinary Approach of the Content “Transformation of Energy” in High School

The professional high school by the federal schools in Brazil requires an integrated curriculum itinerary. There is a lack of information about how to achieve that in a practical conception of integration. This article aimed to investigate the interdisciplinary approach of the content “transformation of energy” involving the relationship among Science, Technology, Society, and Environment (STSE) in integrated high school. The applied research procedure was a pedagogical intervention in which research subjects were the third year high school students, integrated into the technical course in food (n = 36) at the Federal Institute of Rio Grande do Norte, municipality of Pau dos Ferros, Brazil. The process of planning, execution, and evaluation of the interdisciplinary teaching sequence was carried out by teachers and researchers from different areas i.e., forest engineering, chemistry, phisycs, and physical educational. The data were compiled and evaluated through thematic analysis. The results showed that interdisciplinary learning favors scientific and environmental literacy, conceptual changes, expanded discussions, and the integration of the curriculum.

“Making Sure the Books Check Every Box”: Preservice Teachers Learning to Select Texts for Reading Instruction

ABSTRACT A key consideration in providing effective reading instruction is the selection of a text. However, little is known about how preservice teachers are prepared to understand text complexity and how they leverage that knowledge in their text selection practices. Accordingly, this design/development study explored how preservice teachers (n = 81) gained declarative knowledge of text complexity, procedural knowledge of text selection practices, and conditional knowledge of activity, reader, and text considerations in their teacher education program. Findings indicate that following a two-course reading methods sequence in which they selected texts for small group instruction, typically performing preservice teachers gave the most attention to activity considerations (e.g. lesson-to-text match, instructional sequence) and the least attention to reader considerations (e.g. student interest). When noting text features teachers considered important, they described word-level features such as multisyllabic words, vocabulary, and decodability as most influencing text complexity. Furthermore, preservice teachers who held more declarative knowledge of text complexity tended to be more critical of text leveling systems whereas those with less knowledge of text complexity tended to view levels as an acceptable method of selecting texts. Together these findings suggest an emergent learning continuum on the topic of text selection for teacher education.

Teaching methods emphasizing phonological forms enhance L2 vocabulary learning

The present study aims to measure the effects of the teaching of second language (L2) phonological forms on L2 receptive vocabulary learning. Two teaching methods were compared in a pre- and delayed post-test to evaluate their impact on L2 word learning. Participants ( n = 127; mean age = 12;6, i.e. 12 years and 6 months) were randomly divided in two groups that followed either an explicit teaching method focused on L2 phonological forms, or a communicative teaching method focused on meaning, in which L2 phonological forms were taught implicitly. The teaching methods in the two groups aimed to foster the skills and the learning of phonological forms involved in the development of receptive vocabulary. The two teaching methods trained the same skills and relied on the same vocabulary. They both targeted the phonological forms of two difficult phonemic contrasts in French as a foreign language. The two teaching sequences took place during mandatory lessons in French as a foreign language for six weeks (12 lessons), in a Swiss state school. Generalized mixed models were fitted to the data to test for differences across teaching methods in their impact on L2 word learning. Overall, the results indicate that participants made significant progress in word learning, with no significant differences between the two teaching methods. Pronunciation, discrimination, retention in verbal working memory, and the mastery of phoneme–grapheme correspondences are significant factors of vocabulary learning in French as foreign language. The teaching of L2 phonological representations and the training of their processing facilitated the learning of words in L2 French. However, the teaching of vocabulary in French as a foreign language rarely involves a focus on phonological representations.

Including the Brügner Tangram in an Undergraduate Mathematics Education Course: Systematic Search for Solutions and Graphs

This article presents a reflection on a teaching experience involving the use of the Brügner tangram, an interesting but little-known manipulative material. It details an activity conducted as part of an undergraduate mathematics education course for prospective primary school teachers. The main objective of this paper is to present the implementation of a sequence of activities designed to convey to future teachers the importance of systematically solving problems that involve searching for or constructing different cases. Specifically, participants are provided with the three pieces of the Brügner’s tangram and assigned the task of identifying all possible convex polygons that can be constructed. Moreover, they are required to elucidate the methodological approach underpinning their exploratory process, with an emphasis on establishing relationships between the polygons. Graphs are introduced as one of the possible approaches for modelling the problem, offering a graphical representation that aids in the systematic search for solutions. This paper describes different activities involving the Brügner’s tangram which has demonstrated its adaptability as an instructional resource. The teaching sequence adheres to the five-phase structure proposed within the framework of the van Hiele model, which is also part of the course.

Physics card games to support knowledge organization: design considerations and teachers’ attitudes

Despite the positive effects of gamification on student motivation and learning outcomes, there are still widespread concerns that ‘playing games is merely fun’ and have no added value, thus making teachers hesitate about incorporating games into their teaching. This paper describes Phys-Cards games, designed as a summative hands-on activity that highlights physics concepts through a ‘contrast and compare’ task in a game context. The Phys-Cards games were presented in a national network of professional learning communities (PLCs) for high school physics teachers. The teachers first played the games and then reflected on their experiences after they implemented them in their classrooms. Surveys and an analysis of the teachers’ reflections indicated that they valued the Phys-Cards games and reported that the games contributed to students’ conceptual understanding and knowledge organization. However, teachers faced challenges such as team size and composition, how to best monitor different groups, and timing in the instructional sequence. In their discussions during the PLC meetings, the teachers identified the features of the games that best promotedmeaningful collaborative learning and suggested productive ways to incorporate the games into their teaching.

Fostering language awareness for integration through teacher-researcher collaboration in a Spanish bilingual education context

Research on Content and Language Integrated Learning (CLIL) programmes has shown that teachers find it difficult to integrate content and language in their teaching, and that this may be due to a lack of a specific type of teacher language awareness (TLA) for this type of teaching. This study explores how TLA for CLIL is manifested in metatalk in the context of a collaborative professional development activity, which took place in a bilingual secondary school in Madrid (Spain). Content and language teachers in pairs designed content and language integrated instructional sequences, implemented them, and assessed the students’ output. Four sessions in which teachers reflected on the activity, in collaboration with researchers, were audio recorded, transcribed, and analyzed. The data were analyzed using a social realist framework for investigating knowledge-building practices, Legitimation Code Theory (LCT). The analysis showed how content and language teachers refer to three types of knowledge (content, language, and language and content integration) in terms of ‘what’ is known (conceptual frameworks) and ‘how’ it is approached (following specific methods). The results confirm the importance of developing CLIL teachers’ language awareness through on-site collaboration which is closely linked to their normal teaching activities.