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The Nash-Moser inverse function theorem and the isometric embedding problem in Riemannian geometry.January 1984 (has links)
Sung Wing-wah. / Bibliography: leaves 42-45 / Thesis (M.Ph.)--Chinese University of Hong Kong, 1984
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New hardware algorithms and designs for Montgomery modular inverse computation in Galois Fields GF(p) and GF(2 [superscript n])Gutub, Adnan Abdul-Aziz 11 June 2002 (has links)
Graduation date: 2003
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Preservice Secondary Mathematics Teachers' / Pedagogical Content Knowledge Of Composite And Inverse FunctionsKarahasan, Burcu 01 June 2010 (has links) (PDF)
The main purpose of the study was to understand preservice secondary mathematics teachers&rsquo / pedagogical content knowledge of composite and inverse functions.
The study was conducted with three preservice secondary mathematics teachers in Graduate School of Education at Bilkent University. The instruments of the study were qualitative in nature and in four different types of data forms: observations, interviews, documents, and audiovisual materials. Observation data came from fieldnotes by conducting an observation of lessons participants taught at Private Bilkent High School. Interview data came from the transcriptions of semi-structured interviews. Document data came from survey of function knowledge, journal writings, vignettes, and lesson plans. Audiovisual data came from the examination of the videotape of the lessons participants taught.
The findings reveal that preservice secondary mathematics teachers&rsquo / knowledge levels in components of pedagogical content knowledge were not at the desired levels and also they experienced difficulty while integrating that knowledge. The results of the study indicate that teacher education should provide courses that cover the content relevant to students in order to assure both depth and breadth in subject matter knowledge of the preservice teachers. Moreover, the activities which mimics the classroom cases and assures the integration of knowledge components like vignettes would be used in teacher education programs. Results can inform educational practices, and reforms in Turkey, and provide a basis for further research, with increased pedagogical content knowledge as the ultimate goal.
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