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The role of instructional representations on students' written representations and achievementsSun, Ye 30 October 2006 (has links)
This research is based on Middle School Mathematics Project (MSMP) funded
by the Interagency Educational Research Initiative through a grant to the American
Association for the Advancement of Science. Both teacherâÂÂs instructional
representations and studentsâ written representations were coded and analyzed to
investigate the nature and structure of the representations in teaching fractions, decimals
and percents in middle school classrooms in three school districts in Texas. The study
further explored the relationship between both the quality and quantity of instructional
representations and studentsâ written representations, and the relationship between
studentsâ written representations and their achievements.
This dissertation used a mixed approach utilizing both quantitative and
qualitative methods. The data was collected in the first two years of a five-year study. A
total of 14 sixth grade mathematics teachers from three school districts in Texas were
selected from the MSMP project. Before the actual videotaping procedure, a professional
development focusing on multiple representations was held for the teachers. Both pretests and posttests were used to examine the relationship between the structure of
studentsâ written representations and their achievements.
The results showed that the both the quantity and quality of teachersâÂÂ
instructional representations varied a lot. Symbolic representations were the predominant
representations in classroom teaching. Structures of instructional representations
converge to content sub-constructs rather than format sub-constructs. Here subconstructs
include part-whole, measure, quotient, multiplication by one and cross
product. Instead, format sub-constructs include real world, manipulatives, pictures,
spoken symbolic representations and written symbolic representations, however,
connections between these sub-constructs were not statistically significant. Within the
three content sub-constructs (part-whole, quotient, and multiplication by one) that
revealed by studentsâ written representations, quotient and multiplication by one
significantly predicated the studentsâ posttest scores. It was also found that, among the
three quality criteria (accuracy, comprehensibility and connections) of instructional
representations, the comprehensibility score significantly predicated studentsâÂÂ
achievement in the posttests.
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Über geometrische Darstellung von GruppenDrescher, Ernst, January 1910 (has links)
Thesis (doctoral)--Grossherzoglich Hessischen Ludwigs-Universität zu Giessen, 1910. / Vita.
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A unified approach to the representations of groups 0(3) and 0(2,1) /Young, Kiang-Chuen. January 1969 (has links)
No description available.
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Intertwining operators and the multiplicity problem / by Stephen Anthong EdwardsEdwards, Stephen Anthony January 1981 (has links)
Typescript (photocopy) / viii, 245 leaves ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Thesis (Ph.D.) Dept. of Mathematical Physics, University of Adelaide, 1982
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Intertwining operators and the multiplicity problem /Edwards, Stephen Anthony. January 1981 (has links) (PDF)
Thesis (Ph.D.) Dept. of Mathematical Physics, University of Adelaide, 1982. / Typescript (photocopy).
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The alternating hecke algebra and its representationsRatliff, Leah J. January 2007 (has links)
Thesis (Ph. D.)--School of Mathematics and Statistics, Faculty of Science, University of Sydney, 2007. / Title from title screen (viewed 13 January 2009). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the School of Mathematics and Statistics, Faculty of Science. Includes bibliographical references. Also available in print form.
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The irreducible representations of the space group D 16 2hYakel, Kent Alexander January 1968 (has links)
The matrices of the inequivalent irreducible representations of the space group D[symbol omitted] (Pnma in international symbols) are derived. The allowable representations of the groups of the k-vectors are obtained from certain ray representations of the corresponding point groups. From these allowable representations the irreducible representations of the entire space group are induced. The results are presented in a systematically arranged set of tables. / Science, Faculty of / Physics and Astronomy, Department of / Graduate
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A unified approach to the representations of groups 0(3) and 0(2,1) /Young, Kiang-Chuen. January 1969 (has links)
No description available.
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Classification of Irreducible Admissible mod-p Representations of GL_2(Q_p)Menake Wijerathne, Wijerathne Mudiyanselage 01 December 2018 (has links)
In this thesis, we classify all irreducible admissible mod-p representations ofGL2(Qp)and divide those into 4 exhaustive disjoint categories. This classification was first pioneered by Barthel-Livne (1994-95), and completed by Breuil (2003). This thesis is mainly based on the lecture notes by Herzig (2015).
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Representation and association : an enquiry into the mechanisms subserving learning and memory in humans and infra-humansMcLaren, I. P. L. January 1990 (has links)
No description available.
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