With more and more images being uploaded to social networks each day, the resources for identifying a large portion of the world are available. However the tools to harness and utilize this information are not sufficient. This thesis presents a system, called PhacePhinder, which can build a face database from a social network and have it accessible from mobile devices. Through combining existing technologies, this is made possible. It also makes use of a fusion probabilistic latent semantic analysis to determine strong connections between users and content. Using this information we can determine the most meaningful social connection to a recognized person, allowing us to inform the user of how they know the person being recognized. We conduct a series of offline and user tests to verify our results and compare them to existing algorithms. We show, that through combining a user’s friendship information as well as picture occurrence information, we can make stronger recommendations than based on friendship alone. We demonstrate a working prototype that can identify a face from a picture taken from a mobile phone, using a database derived from images gathered directly from a social network, and return a meaningful social connection to the recognized face.

Social, political, and technological events of the past two decades have had considerable bearing on science education. While sociological studies of scientists at work have seriously questioned traditional histories of science, national and state educational systemic reform initiatives have been enacted, stressing standards and accountability. Recently, powerful instructional technologies have become part of the landscape of the classroom. One example, graphing calculator-based technology, has found its way from commercial and domestic applications into the pedagogy of science and math education. The purpose of this study was to investigate the culture of an "alternative" science classroom and how it functions with graphing calculator-based technology. Using ethnographic methods, a case study of one secondary, team-taught, Environmental/Physical Science (EPS) classroom was conducted. Nearly half of the 23 students were identified as students with special education needs. Over a four-month period, field data was gathered from written observations, videotaped interactions, audio taped interviews, and document analyses to determine how technology was used and what meaning it had for the participants. Analysis indicated that the technology helped to keep students from getting frustrated with handling data and graphs. In a relatively short period of time, students were able to gather data, produce graphs, and to use inscriptions in meaningful classroom discussions. In addition, teachers used the technology as a means to involve and motivate students to want to learn science. By employing pedagogical skills and by utilizing a technology that might not otherwise be readily available to these students, an environment of appreciation, trust, and respect was fostered. Further, the use of technology by these teachers served to expand students' social capital--the benefits that come from an individual's social contacts, social skills, and social resources. / Ph. D.

abstract: Functions represented in the graphical register, as graphs in the Cartesian plane, are found throughout secondary and undergraduate mathematics courses. In the study of Calculus, specifically, graphs of functions are particularly prominent as a means of illustrating key concepts. Researchers have identified that some of the ways that students may interpret graphs are unconventional, which may impact their understanding of related mathematical content. While research has primarily focused on how students interpret points on graphs and students’ images related to graphs as a whole, details of how students interpret and reason with variables and expressions on graphs of functions have remained unclear. This dissertation reports a study characterizing undergraduate students’ interpretations of expressions in the graphical register with statements from Calculus, its association with their evaluations of these statements, its relation to the mathematical content of these statements, and its relation to their interpretations of points on graphs. To investigate students’ interpretations of expressions on graphs, I conducted 150-minute task-based clinical interviews with 13 undergraduate students who had completed Calculus I with a range of mathematical backgrounds. In the interviews, students were asked to evaluate propositional statements about functions related to key definitions and theorems of Calculus and were provided various graphs of functions to make their evaluations. The central findings from this study include the characteristics of four distinct interpretations of expressions on graphs that students used in this study. These interpretations of expressions on graphs I refer to as (1) nominal, (2) ordinal, (3) cardinal, and (4) magnitude. The findings from this study suggest that different contexts may evoke different graphical interpretations of expressions from the same student. Further, some interpretations were shown to be associated with students correctly evaluating some statements while others were associated with students incorrectly evaluating some statements. I report the characteristics of these interpretations of expressions in the graphical register and its relation to their evaluations of the statements, the mathematical content of the statements, and their interpretation of points. I also discuss the implications of these findings for teaching and directions for future research in this area. / Dissertation/Thesis / Doctoral Dissertation Mathematics 2019

Graphing calculator programs have been used on high-stakes tests and teacher-created assessments at the secondary and college level for many years. These programs- are even used on college-placement tests such as the ACT. Beginning with the 2011-2012 school year, the Mississippi Department of Education (MDE) made the decision to no longer allow the use of graphing calculator applications and/or programs on the Subject Area Testing Program (SATP2) for Algebra I. Currently, limited research exists to address the influence of graphing calculator program use on high-stakes assessments. The programming capabilities of graphing calculators should not be ignored. Because of the 2011-2012 graphing calculator policy change, a unique opportunity exists in Mississippi to provide valuable information about this issue. Gaining insight about how the use of graphing calculator programs has affected assessment results in the past will give policy makers needed information for creating equitable assessment policies in the future. This research used a causal-comparative research design to determine the influence of the MDE’s decision to no longer allow the use of graphing calculator programs on Mississippi’s Algebra I SATP2. The research questions consider the influence of the policy change with regards to three groups: students, schools in general, and Title I schools in particular. A chi-square test for association was used to examine the student-level data associated with research questions one and two. This analysis examined students’ ability to pass and their performance level on the Algebra I SATP2. The results for both of the chi-square analyses indicated significant results. For research question three, a two-way mixed ANOVA was used to examine the influence of the policy change on Title I schools. For this analysis, Title I schools represent disadvantaged populations. The results indicated no interaction between graphing calculator program use and type of school, but did reveal a main effect for the school type.

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This thesis describes a software tool used to study the biomechanics of elbow extension. The tool is an integrated computer program for data processing and graphing, and is used in the development of an EMG driven muscle model for dynamic ballistic muscle movement. The software is designed to manipulate data from a series of isometric and dynamic elbow extension experiments. Inputs include recordings from a torque sensor, load cell, and potentiometer as well as EMG from triceps and biceps muscles. Calculations are made to determine the effect of gravity, the Moment of Inertia, as well as the force-EMG, force-length and force-velocity relationships. Additionally, fatigue tests and postactivation potentials are analyzed. Modeling parameters are derived from isometric controls and verified by applying them to data from dynamic experiments. The principal design requirements for this software tool were adaptability, user control, and data processing protocol verification. The majority of data processing parameters can be controlled and adjusted by the user. Care was taken during software coding so that it would be easy to modify each step of the protocol and if necessary, add additional processing. Data is displayed on interactive graphs to provide control feedback to the user. / Thesis / Master of Engineering (MEngr)

ABSTRACT EFFECTS OF GRAPHING CALCULATORS ON EIGHTH GRADE STUDENTS&amp / #8217 / ACHIEVEMENT IN GRAPHS OF LINEAR EQUATIONS AND CONCEPT OF SLOPE &Ouml / n&uuml / r, Yurdag&uuml / l M.S., Department of Elementary Science and Mathematics Education Supervisor: Assist. Prof. Dr. Ayhan K&uuml / rSat ERBAS May 2008, 76 pages The purpose of this study was to investigate the effects of graphing calculators on eight grade students&amp / #8217 / achievement in graphing linear equations and concept of slope. Pretest-posttest experimental-control group design was utilized in the study. While the students in experimental group (EG) received instruction about graphs of linear equations and concept of slope with graphing calculators, the students in control group (CG) was taught the same topics without using graphing calculators. There were 27 students (13 girls and 14 boys) in each group. Students in both EG and CG was administered an achievement test (i.e., MAT) consisting of questions related to graphing linear equations and slope concept before and after the instruction. Additionally, the teacher and six students from the EG were interviewed. The data obtained from students&amp / #8217 / post test scores of MAT were analyzed by Analysis of Variance (ANOVA). A statistically significant difference was found between the achievements of students in experimental and control groups. However, gender had no statistically significant effect on students&amp / #8217 / post test scores of MAT. Additionally, students&amp / #8217 / pre-test scores of MAT and their mathematics grades of the second semester of the seventh grade (MGS) were analysed by independent samples t-test. The results showed no statistically significant difference. On the other hand, the analysis of interview data revealed that graphing calculators affected students&amp / #8217 / attitudes towards mathematics in a positive way. Students had no considerable difficulty while using graphing calculators and they found studying with graphing calculators enjoyable. In summary, the results of the study showed that when graphing calculators used at elementary school level, they had positive effects on students&amp / #8217 / achievement and in some respects to their attitude. Consequently, integration of graphing calculators to elementary mathematics curriculum may be beneficial for students and teachers.

The purpose of this study was to investigate the effectiveness of the graphing calculator on the achievement, attitude toward mathematics, and confidence in learning mathematics of Algebra II students.

Student Number : 0110601M - MSc research report - Faculty of Science / Based on the perceived need for improved graphing skills of students at first-year university level, two lecturers wanted to produce a web-based computer programme to improve first-year university biology students’ ability to construct and interpret graphs. Prior to designing and developing the package, however, it was important to establish whether there was a need for such a programme, and what might need to be included. The investigation to establish this provided the research described in this research report. A situation analysis was conducted to establish the nature and extent of the problems of graphing skills discussed anecdotally in the staff room of biology departments at a number of institutes. The ultimate intention (beyond this study) was to determine whether the problems were extensive and serious enough to warrant developing supplementary teaching materials to teach graphing skills. All lecturers (n = 5) and teaching assistants (n = 4) involved in using or teaching graphing skills to first-year biology students at one university were identified and interviewed. The purpose of the interviews was to establish the problems they believed are exhibited by their first-year students (with reference to graphing skills), and the nature and extent of current teaching of such skills in their first-year courses. In order to triangulate the information on student’s problems an item analysis was conducted of all questions incorporating graphs in two mid-year examination papers (n = 478 and n = 65), and students were observed during a practical session (n = 43). Results revealed that students experienced fewer problems with interpreting graphs than with graph construction. Of the four categories of graph interpretation problems identified by the teaching staff, the most popular category was students inability to describe quantitatively what the graph is showing (4 teaching staff). This was confirmed in the question paper analysis when 58% of the medics students (n=478) were unable to answer correctly one question involving several interpretation skills. No specific skills for graph interpretation were observed as being a problem in the College of Science question paper (n=65). Observations showed interrelating graphs as the biggest problem (5 students out of 43). Five categories for problems with graph construction were identified by the teaching staff. The most commonly mentioned problem (4 teaching staff) was identifying or plotting variables, whereas class observation revealed scaling axes as the most problematic skill shown by students (15 out of 43). In the exams, 80% of the medics students could not correctly answer one question requiring multiple skills including identifying variables, and 56% could not correctly answer another question that required skills that also involved identifying variables. The College of Science question paper revealed that 85% of the students could not supply the units of measurement for the y axis. A needs analysis was conducted to establish how the lecturers thought graphing skills should be taught and who should teach the skills. This information was needed to provide suggestions (from education “experts”) about what could be included in the computer programme to be developed subsequent to the research study, and how the teaching could best be done. Four members of the teaching staff said it was important to give students a lot of exercises to practice the skills and five members of the teaching staff said it was the responsibility of the university tutors or lab staff to teach graphing skills.

Graphing is a fundamental topic in algebra that is notoriously difficult for students. Much of the past research has focused on conceptions and misconceptions. This study extends past research by looking at the mathematical practices of a practitioner, specifically one instructor of a function-based covariation-focused algebra class in the linear functions unit. Considering practices in addition to conception adds dramatically to our understanding of mathematical activity because it leads to explicit descriptions of normative purposes that are connected to particular situations or problems and also specifies how tools and symbols are coordinated to achieve these purposes. The results of this study are three levels of empirically proven practices associated with the conception of one advanced level of covariational reasoning, chunky continuous covariation. This study not only describes how practices may be described at different levels of complexity, but also demonstrates how smaller practices may be combined to form larger, more complex practices. These practices can be used to guide instruction of those who want to participate in and become practitioners in the community of teachers of function-based covariation-focused algebra curricula.