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1.
Luis R. Pino-Fan Vicenç Font Wilson Gordillo Víctor Larios Adriana Breda 《International Journal of Science and Mathematics Education》2018,16(6):1091-1113
In this article, we present the results of the administration of a questionnaire designed to evaluate the understanding that civil engineering students have of the antiderivative. The questionnaire was simultaneously administered to samples of Mexican and Colombian students. For the analysis of the answers, we used some theoretical and methodological notions provided by the theoretical model known as Onto-Semiotic Approach (OSA) to mathematical cognition and instruction. The results revealed the meanings of the antiderivative that are more predominantly used by civil engineering students. Also, the comparison between the mathematical activity of Mexican and Colombian students provides information that allows concluding that the meanings mobilized could be shared among their communities and are not particular of their classroom or university. 相似文献
2.
This article presents the partial results obtained in the first stage of the research, which sought to answer the following
questions: (a) What is the role of intuition in university students' solutions to optimization problems? (b) What is the role
of rigor in university students' solutions to optimization problems? (c) How is the combination of intuition and rigor expressed
in university students' solutions to optimization problems? (d) Is there really an optimizing intuition? In the first part,
we provide reasons that make it plausible to consider intuition as a vector (metaphorically speaking) with three components:
idealization, generalization, and argumentation. In the second part, we present the experimental design of the research and
analyze the data to answer the questions previously asked. The experimental design does not allow us to falsify the hypothesis
that some students have an optimizing intuition. 相似文献
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Helem Sabina Sánchez Damiano Rotondo Teresa Escobet Vicenç Puig Jordi Saludes Joseba Quevedo 《Journal of The Franklin Institute》2019,356(5):2798-2824
This paper proposes a frequency-based approach for the detection of replay attacks affecting cyber-physical systems (CPS). In particular, the method employs a sinusoidal signal with a time-varying frequency (authentication signal) into the closed-loop system and checks whether the time profile of the frequency components in the output signal are compatible with the authentication signal or not. In order to carry out this target, the couplings between inputs and outputs are eliminated using a dynamic decoupling technique based on vector fitting. In this way, a signature introduced on a specific input channel will affect only the output that is selected to be associated with that input, which is a property that can be exploited to determine which channels are being affected. A bank of band-pass filters is used to generate signals whose energies can be compared to reconstruct an estimation of the time-varying frequency profile. By matching the known frequency profile with its estimation, the detector can provide the information about whether a replay attack is being carried out or not. The design of the signal generator and the detector are thoroughly discussed, and an example based on a quadruple-tank process is used to show the application and effectiveness of the proposed method. 相似文献
5.
Research in the didactics of mathematics has shown the importance of the problem of the particular and its relation to the
general in teaching and learning mathematics as well as the complexity of factors related to them. In particular, one of the
central open questions is the nature and diversity of objects that carry out the role of particular or general and the diversity
of paths that lead from the particular to the general. The objective of this article is to show how the notion of semiotic
function and mathematics ontology, elaborated by the onto-semiotic approach to mathematics knowledge, enables us to face such
a problem.
This paper has been elaborated in the frame of the project I+D: MEC-FEDER: SEJ2004-06637/EDUC 相似文献
6.
Paul Drijvers Juan D. Godino Vicen? Font Luc Trouche 《Educational Studies in Mathematics》2013,82(1):23-49
A deep understanding of students?? learning processes is one of the core challenges of research in mathematics education. To achieve this, different theoretical lenses are available. The question is how these different lenses compare and contrast, and how they can be coordinated and combined to provide a more comprehensive view on the topic of study. To investigate this, one single episode is analyzed with two theoretical lenses, the instrumental genesis perspective and the onto-semiotic approach. The results from this joint analysis provide a rich view on the observed phenomena and help to identify the affordances and constraints of each of the two theoretical approaches and to articulate them. This way, the networking of theories proves to affect theoretical advancements. 相似文献
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Luis?R.?Pino-FanEmail author Juan?D.?Godino Vicen??Font 《Journal of Mathematics Teacher Education》2018,21(1):63-94
In recent years, there has been a growing interest in studying the knowledge that mathematics teachers require in order for their teaching to be effective. However, only a few studies have focused on the design and application of instruments that are capable of exploring different aspects of teachers’ didactic-mathematical knowledge about specific topics. This article reports the results obtained following the application of a questionnaire designed specifically to assess certain key features of prospective, higher secondary-education teachers’ knowledge of the derivative. The questionnaire was constructed using a theoretical model of mathematical knowledge for teaching based on the onto-semiotic approach to mathematical knowledge. 相似文献
9.
Metaphors in mathematics classrooms: analyzing the dynamic process of teaching and learning of graph functions 总被引：1，自引：1，他引：0
This article presents an analysis of a phenomenon that was observed within the dynamic processes of teaching and learning
to read and elaborate Cartesian graphs for functions at high-school level. Two questions were considered during this investigation:
What types of metaphors does the teacher use to explain the graphic representation of functions at high-school level? Is the
teacher aware of the use he/she has made of metaphors in his/her speech, and to what extent does he/she monitor them? The
theoretical framework was based on embodied cognition theory. Our findings include teachers’ expressions that suggest, among
other ideas: (1) orientation metaphors, such as “the abscissa axis is horizontal”; (2) fictive motion, such as “the graph
of a function can be considered as the trace of a point that moves over the graph”; (3) ontological metaphors; and (4) interaction
of metaphors. We also show that teachers were not aware of using metaphors. 相似文献
10.
This article explores application of a taxonomic approach in legal research pedagogy to outcomes assessment based on Prof. Paul Callister's adaptation of Bloom's Taxonomy of Educational Objectives which integrates instructional design and learning activities compatible with formative assessment during the learning process and summative assessment at its conclusion. It reviews the development of outcomes assessment initiatives by legal educators and the development of outcomes assessment standards by the American Bar Association for the accreditation of law schools. 相似文献