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Discrete Zombie Apocalypse: A Mathematical Modeling Course Project 离散僵尸启示录:数学建模课程项目
PRIMUS Pub Date : 2023-03-10 DOI: 10.1080/10511970.2023.2189335
Andrew C. Lee, F. Czerniakowski, Kyle McDermott, Jeremy Reynolds
{"title":"Discrete Zombie Apocalypse: A Mathematical Modeling Course Project","authors":"Andrew C. Lee, F. Czerniakowski, Kyle McDermott, Jeremy Reynolds","doi":"10.1080/10511970.2023.2189335","DOIUrl":"https://doi.org/10.1080/10511970.2023.2189335","url":null,"abstract":"For undergraduate mathematical modeling courses, a successful semester project can reinforce key learning objectives while enabling creativity and developing critical thinking skills. However, course directors often struggle in developing novel project ideas and balancing the tradeoff between grading burden and project complexity. At the U.S Military Academy, we take an open-ended and discovery-learning approach to the freshman level math modeling project. This article outlines one successful project involving a Zombie Apocalypse scenario along with student responses. To assist the students, we promote flexibility, scaffold the modeling process with in-progress reviews, and train students on how to write concise executive summaries.","PeriodicalId":39375,"journal":{"name":"PRIMUS","volume":"3 1","pages":"841 - 860"},"PeriodicalIF":0.0,"publicationDate":"2023-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86643727","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Transpose Begets the Adjugate 转置产生辅助
PRIMUS Pub Date : 2023-03-10 DOI: 10.1080/10511970.2023.2189336
Carl Lutzer
{"title":"The Transpose Begets the Adjugate","authors":"Carl Lutzer","doi":"10.1080/10511970.2023.2189336","DOIUrl":"https://doi.org/10.1080/10511970.2023.2189336","url":null,"abstract":"This article presents a simple and natural development of the relationship between the inverse of a nonsingular matrix and the adjugate matrix for use in a first-semester linear algebra class.","PeriodicalId":39375,"journal":{"name":"PRIMUS","volume":"68 1","pages":"861 - 866"},"PeriodicalIF":0.0,"publicationDate":"2023-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76535674","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
How Can Flipped Learning Continue in a Fully Online Environment? Lessons Learned During the COVID-19 Pandemic 翻转式学习如何在完全在线的环境中继续?2019冠状病毒病大流行期间的经验教训
PRIMUS Pub Date : 2023-02-07 DOI: 10.1080/10511970.2022.2048929
C. Lo
{"title":"How Can Flipped Learning Continue in a Fully Online Environment? Lessons Learned During the COVID-19 Pandemic","authors":"C. Lo","doi":"10.1080/10511970.2022.2048929","DOIUrl":"https://doi.org/10.1080/10511970.2022.2048929","url":null,"abstract":"ABSTRACT Teachers and students had an unusual experience in 2020. Due to the outbreak of the COVID-19 pandemic, regular teaching and learning in schools were suspended in many countries. The prolonged school closure presented unprecedented challenges because all teaching and learning activities had to be converted to a fully online format. This article reports on an attempt to sustain flipped learning using real-time online instruction. A flipped lesson on the cross-disciplinary applications of linear systems (i.e., balancing chemical equations) is presented in detail. Student feedback and the lessons learned from the experience are discussed.","PeriodicalId":39375,"journal":{"name":"PRIMUS","volume":"101 1","pages":"175 - 185"},"PeriodicalIF":0.0,"publicationDate":"2023-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79485968","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
GLAMS: Graduate Learning Assistants in Mathematical Sciences 数学科学研究生学习助理
PRIMUS Pub Date : 2023-02-01 DOI: 10.1080/10511970.2023.2172751
Joanna G. Jauchen, Hannah Klawa, L. Nguyen, Rebecca R. G., E. Sander, P. Seshaiyer, Cigole Thomas
{"title":"GLAMS: Graduate Learning Assistants in Mathematical Sciences","authors":"Joanna G. Jauchen, Hannah Klawa, L. Nguyen, Rebecca R. G., E. Sander, P. Seshaiyer, Cigole Thomas","doi":"10.1080/10511970.2023.2172751","DOIUrl":"https://doi.org/10.1080/10511970.2023.2172751","url":null,"abstract":"In the fall of 2020, our department at George Mason University integrated graduate learning assistants (GLAs) into our graduate core courses. GLAs are funded graduate students who assist instructors during class, facilitate active learning preliminary exam problem-solving sessions, hold extra office hours, and serve as peer mentors for beginning graduate students. The GLAMS program was designed to support beginning graduate students as they prepared for their preliminary exams. We describe the program and provide details about how it was implemented. We include preliminary student feedback as well as faculty and GLA reflections. To conclude, we outline our plans for programmatic changes moving forward.","PeriodicalId":39375,"journal":{"name":"PRIMUS","volume":"73 1","pages":"819 - 840"},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87125708","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Elementary Statistics Projects Using Covid Data 使用Covid Data的基础统计项目
PRIMUS Pub Date : 2023-01-25 DOI: 10.1080/10511970.2023.2172750
A. Matchett
{"title":"Elementary Statistics Projects Using Covid Data","authors":"A. Matchett","doi":"10.1080/10511970.2023.2172750","DOIUrl":"https://doi.org/10.1080/10511970.2023.2172750","url":null,"abstract":"This article describes five elementary statistics projects involving the Covid-19 data made available to the public in csv files by the Centers for Disease Control and Prevention. The first project examined data available at the beginning of the covid surge in New York City in spring, 2020, and used the correlation coefficient to estimate the total number of deaths that could be expected as the spike ran its course. The second project is an easy one on the concept of excess deaths and on the mechanics of extracting parts of a data file that answer relevant questions. The data is from a spike in deaths in the particularly bad flu surge in the winter of 2017–2018. The third and fourth projects ask the student to fit a logistic growth curve to observed cumulative numbers of deaths in a spike, like the Covid spikes in New York City and Wisconsin and the nationwide 2017–2018 flu spike. The method is a simple linear regression with transformed variables. The fifth project involves hypothesis testing and judging when a Poisson model might be useful. The paper also documents difficulties and adaptations of the sort familiar to all teachers who have taught during the Covid-19 pandemic.","PeriodicalId":39375,"journal":{"name":"PRIMUS","volume":"24 1","pages":"796 - 817"},"PeriodicalIF":0.0,"publicationDate":"2023-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86597703","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Teaching and Learning of Vertex Coloring Using an Inquiry-Based Approach 探究性顶点着色的教与学
PRIMUS Pub Date : 2023-01-18 DOI: 10.1080/10511970.2023.2170505
Farzad Radmehr, Khaled Tohidinasab, M. Tavakoli
{"title":"Teaching and Learning of Vertex Coloring Using an Inquiry-Based Approach","authors":"Farzad Radmehr, Khaled Tohidinasab, M. Tavakoli","doi":"10.1080/10511970.2023.2170505","DOIUrl":"https://doi.org/10.1080/10511970.2023.2170505","url":null,"abstract":"Traditional lecturing is the dominant method of teaching mathematics in undergraduate mathematical courses in many countries, whereas active student-centered approaches such as inquiry-based learning have been shown in some instances to be more effective. Most teaching resources (inquiry-based tasks) available at the tertiary level are related to calculus, linear algebra, and differential equations courses. In this paper, we focus on using an inquiry-based approach to explore the teaching and learning of vertex coloring, a common topic in graph theory and undergraduate discrete mathematical courses. We designed seven inquiry-based tasks related to vertex coloring to teach vertex coloring in an undergraduate graph theory course to students majoring in mathematics. In sharing these tasks, describing students’ engagement with them, and discussing how these tasks were perceived by the students and lecturer, we hope to promote using inquiry-based tasks in undergraduate discrete mathematical courses.","PeriodicalId":39375,"journal":{"name":"PRIMUS","volume":"28 1","pages":"780 - 795"},"PeriodicalIF":0.0,"publicationDate":"2023-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88030782","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Overcoming Barriers to Adjunct Engagement: A Community-First Approach to Professional Development 克服辅助参与的障碍:社区优先的专业发展方法
PRIMUS Pub Date : 2023-01-18 DOI: 10.1080/10511970.2023.2167250
Kirk Weller, Anil Venkatesh, E. Militzer
{"title":"Overcoming Barriers to Adjunct Engagement: A Community-First Approach to Professional Development","authors":"Kirk Weller, Anil Venkatesh, E. Militzer","doi":"10.1080/10511970.2023.2167250","DOIUrl":"https://doi.org/10.1080/10511970.2023.2167250","url":null,"abstract":"We present a model for professional development of instructional faculty. Though initially conceived for accreditation compliance as a credentialing process for adjunct faculty, this project led to increases in participants’ collaboration on lesson design, investment in curricular decisions, and adoption of active learning methods. In this paper, we identify five barriers that initially impeded these outcomes: Time, Isolation, Connection Between Content and Pedagogy, Change, and Risk-Taking. Through extensive coding of discussion board posts and participant interviews, we show that participants initially encountered these barriers but largely overcame them by the end of the project.","PeriodicalId":39375,"journal":{"name":"PRIMUS","volume":"83 1","pages":"729 - 743"},"PeriodicalIF":0.0,"publicationDate":"2023-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81449956","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Topological Explorations on the Fundamental Theorem of Arithmetic 关于算术基本定理的拓扑探索
PRIMUS Pub Date : 2023-01-12 DOI: 10.1080/10511970.2023.2167252
Matthew Phillips, Kayla Robb, B. Shipman
{"title":"Topological Explorations on the Fundamental Theorem of Arithmetic","authors":"Matthew Phillips, Kayla Robb, B. Shipman","doi":"10.1080/10511970.2023.2167252","DOIUrl":"https://doi.org/10.1080/10511970.2023.2167252","url":null,"abstract":"In an interplay between the Fundamental Theorem of Arithmetic and topology, this paper presents material for a capstone seminar that expands on ideas from number theory, analysis, and linear algebra. It is designed to generate an immersive way of learning in which students discover new connections between familiar concepts, create definitions, and investigate non-standard questions. The ideas are arranged as a series of questions for students to explore, with expositions to the instructor on how to guide them in looking for answers. The investigations culminate in a satisfying outcome: that partition topologies are the same as unique factorization topologies, those that satisfy our topological version of the Fundamental Theorem of Arithmetic.","PeriodicalId":39375,"journal":{"name":"PRIMUS","volume":"9 1","pages":"759 - 779"},"PeriodicalIF":0.0,"publicationDate":"2023-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78281713","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Virtual Sonia Kovalevsky Day Mathematics Outreach Events for Middle School Girls 虚拟索尼娅·科瓦列夫斯基日中学女生数学拓展活动
PRIMUS Pub Date : 2023-01-10 DOI: 10.1080/10511970.2023.2167249
Andrea Arnold
{"title":"Virtual Sonia Kovalevsky Day Mathematics Outreach Events for Middle School Girls","authors":"Andrea Arnold","doi":"10.1080/10511970.2023.2167249","DOIUrl":"https://doi.org/10.1080/10511970.2023.2167249","url":null,"abstract":"","PeriodicalId":39375,"journal":{"name":"PRIMUS","volume":"39 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82011791","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Building community: One AWM chapter’s tale of programmatic outreach 建立社区:一个AWM章节的程序性推广故事
PRIMUS Pub Date : 2023-01-10 DOI: 10.1080/10511970.2023.2167248
Lyn McQuaid, Vanessa G. Maybruck, Yun Lu
{"title":"Building community: One AWM chapter’s tale of programmatic outreach","authors":"Lyn McQuaid, Vanessa G. Maybruck, Yun Lu","doi":"10.1080/10511970.2023.2167248","DOIUrl":"https://doi.org/10.1080/10511970.2023.2167248","url":null,"abstract":"","PeriodicalId":39375,"journal":{"name":"PRIMUS","volume":"125 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78655031","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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