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A Relation Between Higher Order Analogues to Raabe’s and Jamet’s Tests
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| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The American Mathematical Monthly |
| Volume / Edisi | : | 132 (No. 7) |
| Halaman | : | 634-646 |
| Abstrak | : | The aim of this work is to relate two known criteria for convergence of series in the same way that the root and ratio tests are linked by the classical inequalities involving the limsup/liminf of these expressions. In fact, inspired by Jamet’s and Raabe’s tests, for each natural number k, we will establish the same result for what we have called the kth Jamet’s and kth Raabe’s tests. In particular, we explain how the kth Raabe’s test is related to logarithmic scales. Some explicit examples are given. |
Hierarchical Bayesian Inverse Problems: A High-Dimensional Statistics Viewpoint
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Siam Review |
| Volume / Edisi | : | 67 (No. 3) |
| Halaman | : | 543-575 |
| Abstrak | : | This paper analyzes hierarchical Bayesian inverse problems using techniques from high-dimensional statistics. Our analysis leverages a property of hierarchical Bayesian regularizers that we call approximate decomposability to obtain nonasymptotic bounds on the reconstruction error attained by maximum a posteriori estimators. The new theory explains how hierarchical Bayesian models that exploit sparsity, group sparsity, and sparse representations of the unknown parameter can achieve accurate reconstructions in high-dimensional settings. |
Discrete Calculus and Weighted Fibonacci and Tribonacci Sums
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | The American Mathematical Monthly |
| Volume / Edisi | : | 132 (No. 7) |
| Halaman | : | 622-633 |
| Abstrak | : | We show the power of discrete calculus, especially the summation by parts formula, in evaluating Fibonacci and Tribonacci sums with polynomial and exponential weights. We provide new, short, and elementary proofs of several known results, and derive new identities involving Fibonacci, Lucas, and Tribonacci numbers. |
Stochastic Dual Dynamic Programming and Its Variants: A Review
| Pengarang | : | Christian Füllner |
| Nama Majalah/Jurnal | : | Siam Review |
| Volume / Edisi | : | 67 (No. 3) |
| Halaman | : | 415-539 |
| Abstrak | : | We provide a tutorial-style review of stochastic dual dynamic programming (SDDP), one of the state-of-the-art solution methods for large-scale multistage stochastic programs. Since it was introduced about 30 years ago for solving large-scale multistage stochastic linear programming problems in energy planning, SDDP has been applied to practical problems from several fields and has been enriched by various improvements and enhancements to address broader problem classes. We begin with a detailed introduction to SDDP, with special focus on its motivation, complexity, and required assumptions. Then, we present and discuss in depth the existing enhancements as well as current research trends that allow for the alleviation of those assumptions. |
Avoiding equity detours on the way to a more justice-oriented learning sciences
| Pengarang | : | Learning Towards Justice Team |
| Nama Majalah/Jurnal | : | The Journal of The Learning Sciences |
| Volume / Edisi | : | 34 (No. 3) |
| Halaman | : | 368-402 |
| Abstrak | : | Background The field of the learning sciences is embroiled in debates about if, how, where, and when to engage equity in the learning sciences. This paper intervenes in this conversation by calling for more explicit and direct approaches to centering equity and justice in the field’s practices and research. Methods This conceptual paper draws on scholarship from equity studies fields and learning sciences scholarship. Findings We elaborate on four learning sciences equity detours, which we argue are potentially seductive but ineffective pathways for our field to pursue, including: (1) focusing exclusively on superficial diversification strategies; (2) insisting on hearing from “both sides”; (3) preserving the core character of the learning sciences; and (4) avoiding the political. We conclude by arguing for a generative approach to equity and justice that centers historicized, systemic analysis of power relations and upholds the full humanity of minoritized groups. Contribution This paper contributes to ongoing conversations about how to build a field that both addresses inequity in the world and removes barriers for the participation of scholars whose concerns and epistemologies are often marginalized. To support our field-building with thoughtfulness and care, our enactments of equity should be more closely aligned with transformative approaches. Acknowledgments Deep thanks to colleagues who read earlier versions of the work, including Teo Keifert, Rishi Krishnamoorthy, Thomas Philip, Naomi Thompson, Shirin Vossoughi, and Maddy Whetung: your support of this project has improved this writing. We are grateful for the community of scholars who have shaped our thinking about some of the ideas in this paper, including: Ali Blake, Deborah Dutta, Ayesha Gupta, Lama Jaber, Gayithri Jayathirtha, A. Susan Jurow, Vishesh Kumar, Talia Leibovitz, Jasmine Y. Ma, Ananda Marin, Jake McWilliams, Meixi, Dylan Paré, Josephine Pham, Priya Pugh, Aireale Rodgers, Molly Shea, Addie Shrodes, Miwa Takeuchi, Tafadazwa Tivaringe, Members of the South Asian Learning Sciences Research Collective (SALSRC), and others who we are surely forgetting (sorry!). Joe Curnow’s and Tanner Vea’s work was supported by the National Academy of Education and the National Academy of Education/Spencer Postdoctoral Fellowship. Earlier versions of this work appeared in the proceedings of ISLS 2023 and ISLS 2024. |
Competent and cold: a directed content analysis of warmth and competence dimensions to identify and categorise stereotypes of scientists portrayed in meme-based GIFs
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 4) |
| Halaman | : | 694-715 |
| Abstrak | : | Memes within animated graphical interchange formats (GIFs) are developed and shared by Internet users to communicate cultural ideas, symbols, or practices for a wide global audience. Among the billions of GIFs shared internationally, some portray scientists engaged in scientific work. Media and science education scholarship alike have evidenced how scientists are portrayed can influence social perceptions of science and contribute to stereotypes that deter youth’s interest in and affinity to science and science occupations. To understand what social perceptions of science may manifest from new media (GIFs), the present study ascertained stereotypes using Warmth and Competence constructs from Fiske’s Stereotype Content Model (SCM). The SCM utilizes high, medium, and low warmth and competence dimensions found in media-based imagery to illuminate stereotypes. Researchers coded and categorised 287 meme-based GIFs of scientists sourced the largest online GIF repository, Giphy. A directed qualitative content analysis found high-competence and low-warmth dimensions most represented within the sample that theoretically (per SCM) represent perceptions that contribute to an envious stereotype with elements of admiration and contempt. This study suggests that although there have been improvements in the portrayals of scientists in media, however, GIFs may preserve and perpetuate the trope of the competent, yet cold, scientist. |
I love being a kid. I dont want to grow up Young childrens video interpretations of their mathematical play
| Pengarang | : | Jamie Vescio |
| Nama Majalah/Jurnal | : | The Journal of The Learning Sciences |
| Volume / Edisi | : | 34 (No. 3) |
| Halaman | : | 329-367 |
| Abstrak | : | Background While there exists a large body of research on the benefits of play in supporting children’s mathematical learning, the vast majority of such research has been conducted in early childhood or informal contexts, rather than formal K-12 schools. Moreover, this research has predominantly focused on adults’ perspectives of children’s play. Seeking to bring young children’s voices into methodological and design considerations, this study investigates children’s video interpretations of their mathematical play. Methods Leveraging data from a larger project that explores the integration of play in elementary mathematics classrooms, I draw upon sociocultural theory and critical childhood studies, as well as video-elicited interviews with four children, in order to examine play as both a context for mathematics learning, as well as a text for reading the mathematical worlds of young children. Findings Findings suggest that the four children drew upon sophisticated frames when making sense of video data, including situated conditions, networks of care, affective experiences, tangible fulfillment, and mathematical curiosities. Contribution Insights from this study challenge traditionally narrow perspectives of young children as merely consumers of knowledge, who learn in order to “become adults,” and instead situates them as active sense-makers, whose noticings may better position us to design mathematics learning environments according to their insights and vantage points. |
On their own terms? Opening up senior science learning for non-specialist science students
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 4) |
| Halaman | : | 674-693 |
| Abstrak | : | The ability to understand science is important for productive participation in societies that rely on scientific knowledge to guide decision-making. A challenge is how to motivate and engage all learners in science, and not just those destined for science-related careers. This challenge becomes more acute in senior secondary high-stakes assessment contexts where science traditionally becomes discipline-based and optional. The New Zealand framework curriculum and modular credit-based secondary exit qualification introduces systems-level flexibilities that support the offering of learning choices that can take science on a track different to conventional discipline-based courses. This article reports on findings of an eight-month study involving three cycles of collaborative action research with a Year 12 science class. We describe and analyse students’ experiences when a teacher opened learning choices using different types of science inquiry in a new General Science course. Students were working on the New Zealand senior secondary exit qualification. Findings show how students can respond to different levels of choice to learn and achieve more on their own terms. While tensions and cautionary notes are floated, findings demonstrate how offering flexibility and choice to non-specialist science students can make science more accessible by responding to diverse learning motivations and interests. |
The temporal dimension of teacher learning in a video-based professional development program: An ecological perspective
| Pengarang | : | Nadav Ehrenfeld & Barbara Stengel |
| Nama Majalah/Jurnal | : | The Journal of The Learning Sciences |
| Volume / Edisi | : | 34 (No. 3) |
| Halaman | : | 285-328 |
| Abstrak | : | Background Attending and responding to when and where teachers are with respect to change—the temporal aspects of teacher learning—can yield more effective professional development (PD) efforts. Toward this end, we conceptualize phases of learning in a PD program, and how these phases are shaped by teacher learning ecologies. Methods Conceptually, we build on the Adaptive Cycles framework (Gunderson & Holling, 2002) to represent this complexity, and empirically, we build on video-based PD conversations. Using interaction analysis methods, we ground our model by investigating learning in the PD through the phases of the Adaptive Cycles. Findings We offer a way of capturing complexity while still enabling analysis. Empirical investigation shows how the teams differed in their starting point, learning experiences, and available resources. We distinguish phases in which video-based reflection was more salient in honing teachers’ pedagogical judgments, and phases through which invoking the variety of resources was more significant. Contribution These findings provide tools for centering temporality and bringing it, in a more substantive way, into consideration in design, facilitation, and analysis of teacher PD, toward enhanced responsiveness of PD providers to the rhythms of teacher learning and the teachers’ experiences of this learning. |
Nature of Science and Argumentation Instruction in socioscientific and scientific contexts
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | International Journal of Science Education |
| Volume / Edisi | : | 44 (No. 4) |
| Halaman | : | 647-673 |
| Abstrak | : | This study investigated the effect of explicit nature of science (NOS) instruction and explicit argumentation instruction in socioscientific and scientific contexts, on students’ NOS conceptions and their argumentation skills. Undergraduate students enrolled in two sections of a science content course were assigned into two groups: Socioscientific Issues-SSI group and Scientific group. The intervention involved two stages for the explicit instruction of NOS and argumentation. In the first stage, NOS and argumentation were taught through activities and tasks for both groups. The second stage was different for the two groups, and it involved engaging participants with argumentation and NOS through SSI scenarios for the SSI group and scientific scenarios for the Scientific group. Data collection included responses to pre- and post-administration of two open-ended questionnaires as well as semi-structured interviews. Results indicated that students in SSI group mostly showed more improvement in their argumentation skills than students in Scientific group in response to SSI scenarios. As for NOS, results indicated that students in the SSI group showed more improvement in their NOS conceptions than students in the Scientific group when responding to SSI scenarios. Yet there was mostly little difference in improvement between two groups when responding to the science topics. |