Millennium Problems In order to celebrate mathematics in the new millennium, The Clay Mathematics Institute of Cambridge, Massachusetts (CMI) has named seven Prize Problems. The Scientific Advisory Board of CMI selected these problems, focusing on import
This article details how to learn advanced undergraduate level mathematics solely from self-study via textbooks, lecture notes and videos found on the internet.
This study examined the question, ‘What is the impact of a digital math intervention on secondary ELL
students’ mathematical capabilities and perceptions of their future possibilities?’ The hypothesis was
that through its direct effect on increasing students’ math ability and its indirect effect on increasing
students’ perceived math self-efficacy, the digital intervention affects students’ perceptions of their
functionings and future possibilities. A path analysis, with qualitative data nested into the design, was
used to analyze the conceptualized relationships. The study was conducted with 50 ninth-and-10thgrade
Hispanic students in a Colorado high school, over 6 months. The primary finding was that
through its direct effect on increasing students’ math ability and its indirect effect on increasing students’
perceived math self-efficacy, the digital intervention improved students’ perceptions of their functionings
and future possibilities. What this study specifically underscores is the importance of taking
a coherent and purposeful approach toward the design of digital student-directed educational technology,
especially for ELL students who may have specific learning needs.
pfeg is an educational charity and our mission is to make sure that all young people leaving school have the confidence, skills and knowledge in financial matters to take part fully in society. pfeg offers a range of advice and resources suitable for pupils of all ability levels, as well as reflecting different social, economic and cultural backgrounds. pfeg supports UK teachers working with children and young people aged 4 to 19.
L. Jilani, O. Mraihi, A. Louhichi, W. Ghardallou, и A. Mili. ICSE '10: Proceedings of the 32nd ACM/IEEE International Conference on Software Engineering, стр. 317--318. New York, NY, USA, ACM, (2010)
D. Spikol, и J. Eliasson. The 6th IEEE International Conference on Wireless, Mobile, and Ubiquitous Technologies in Education, стр. 137--141. IEEE, (2010)
L. Biggio, T. Bendinelli, A. Neitz, A. Lucchi, и G. Parascandolo. Proceedings of the 38th International Conference on Machine Learning, том 139 из Proceedings of Machine Learning Research, стр. 936--945. PMLR, (18--24 Jul 2021)
G. Tzimiropoulos, N. Mitianoudis, и T. Stathaki. Acoustics, Speech and Signal Processing, 2007. ICASSP 2007. IEEE International Conference on, 1, стр. I-785 -I-788. (15-20 2007)
P. Backlund, и M. Hendrix. Games and Virtual Worlds for Serious Applications (VS-GAMES), 2013 5th International Conference on, стр. 1-8. (September 2013)
J. Sarmiento, S. Trausan-Matu, и G. Stahl. presented at the International Symposium on Organizational Learning and Knowledge Work Management (OL-KWM 2005), стр. 88-99. Bucharest, Romania, (2005)
L. Biggio, T. Bendinelli, A. Neitz, A. Lucchi, и G. Parascandolo. Proceedings of the 38th International Conference on Machine Learning, том 139 из Proceedings of Machine Learning Research, стр. 936--945. PMLR, (18--24 Jul 2021)
J. Sarmiento, S. Trausan-Matu, и G. Stahl. presented at the International Symposium on Organizational Learning and Knowledge Work Management (OL-KWM 2005), стр. 88-99. Bucharest, Romania, (2005)
F. Knop. (2005)cite arxiv:math/0506171
Comment: v1: 24 pages; v2: 31 pages, expanded exposition, new introduction,
some facts (esp. Thm. 7.2+Corollaries, Thm. 8.4) which were only implicit in
v1 are now spelled out.
F. Ciaglia, F. Di Cosmo, M. Laudato, и G. Marmo. (2017)cite arxiv:1705.02974Comment: 42 pages, 6 figures, accepted for publication in International Journal of Geometric Methods in Modern Physics.