A state with citizens equipped with scientific and mathematical skills is on its way to industrialization. Equipping citizens with these skills needs effective science and mathematics education which can be achieved by putting into... more
A state with citizens equipped with scientific and mathematical skills is on its way to industrialization. Equipping citizens with these skills needs effective science and mathematics education which can be achieved by putting into priority the education sector of a country. Republic Act No. 10533 paved the way for the implementation of the K to 12 Education in the Philippines. Senior High School (SHS) starts this June, 2016 and questions on readiness among schools, teachers and students are being raised. This descriptive – developmental research utilized unstructured interview and survey to the purposively selected 21 Grade 10 Math teachers and 350 randomly selected Grade 10 students of the Sorsogon City Division. The gathered data were treated statistically using frequency count, percentage and mean. Findings revealed that students are moderately ready on 17 out of 25 prerequisite competencies of General Mathematics and not ready on 9 of them. An over – all MPS of 40% is attained which means that they are moderately ready for SHS’s General Mathematics. There is an identified least mastered competency per content topic of General Mathematics and a set of Strategic Intervention Materials, AniMath is proposed as an intervention material in order to help the students master the least mastered competencies. Teachers should be aware of the specific prerequisite competencies of SHS’s General Mathematics and together with educational leaders, they should make sure that the prerequisite competencies are mastered before teaching the new competencies in order to ensure readiness.
El objetivo de este trabajo fue determinar algunos factores o variables personales o familiares de los estudiantes de primer ingreso del curso Matemática General del Instituto Tecnológico de Costa Rica, que inciden sobre su rendimiento... more
El objetivo de este trabajo fue determinar algunos factores o variables personales o familiares de los estudiantes de primer ingreso del curso Matemática General del Instituto Tecnológico de Costa Rica, que inciden sobre su rendimiento académico en esa asignatura. La muestra estuvo conformada por 729 estudiantes de primer ingreso que matricularon el curso Matemática General en el primer semestre del 2018. Para la recolección de la información se elaboró y aplicó un cuestionario en línea con 90 preguntas (11 de respuesta abierta y las restantes de selección), esto se realizó durante las primeras dos semanas de clases, para minimizar el riesgo de pérdida de información debida a los retiros justificados o abandonos de curso. También, se solicitaron datos al Departamento de Admisión y Registro del Instituto Tecnológico de Costa Rica, estos se analizaron para determinar cuáles de las variables tenían incidencia sobre el resultado (aprobado – reprobado) o la calificación final del curso. Se empleó el análisis de regresión y las pruebas no paramétricas de bondad de ajuste e independencia. El promedio de admisión a la universidad, las calificaciones en las secciones de razonamiento matemático y verbal de la prueba de aptitud académica, la nota de presentación (promedio de las calificaciones de los dos últimos años de educación secundaria) y el ingreso mensual del grupo familiar presentaron correlaciones estadísticamente significativas con la nota final del curso. Las variables categóricas con mayor incidencia sobre la aprobación del curso fueron: el tipo de colegio (público, privado o semiprivado) y su modalidad (académico, técnico, experimental bilingüe), junto con la percepción de los estudiantes sobre sus dificultades en matemática en el nivel de secundaria.
We present a collection of exact statements for the Collatz orbits that are still fairly provable with the reduced Collatz map where n is mapped to 3n+1/2 when n is odd and n/2 when n is even. The statement of the function while gives a... more
We present a collection of exact statements for the Collatz orbits that are still fairly provable with the reduced Collatz map where n is mapped to 3n+1/2 when n is odd and n/2 when n is even. The statement of the function while gives a pair of exclusive decisions on how the map takes off depending on whether the number is odd or even it is not able to fully define where exactly the map lands in terms of odd and even. This leads to a nest of exponentially increasing boolean decisions that is highly intractable. We show that the map has an even further reduction in every odd integer 2 ^p .q − 1 where q ≡ 1 mod 2 and p, q ∈ N progressing increasingly for p steps to reach the even integer 3 ^p. q − 1. This gives the problem a concrete shape and opens up the grounds for exact theorems. Theorem 1 removes the possibility of cycles beyond (1,1) → (1,1) and shows how a Collatz orbit is not able to repeat itself unless it is at (1,1). Theorem 2 finds the condition for the orbits to be bounded from above.
A state with citizens equipped with scientific and mathematical skills is on its way to industrialization. Equipping citizens with these skills needs effective science and mathematics education which can be achieved by putting into... more
A state with citizens equipped with scientific and mathematical skills is on its way to industrialization. Equipping citizens with these skills needs effective science and mathematics education which can be achieved by putting into priority the education sector of a country. Republic Act No. 10533 paved the way for the implementation of the K to 12 Education in the Philippines. Senior High School (SHS) starts this June, 2016 and questions on readiness among schools, teachers and students are being raised. This descriptive – developmental research utilized unstructured interview and survey to the purposively selected 21 Grade 10 Math teachers and 350 randomly selected Grade 10 students of the Sorsogon City Division. The gathered data were treated statistically using frequency count, percentage and mean. Findings revealed that students are moderately ready on 17 out of 25 prerequisite competencies of General Mathematics and not ready on 9 of them. An over – all MPS of 40% is attained which means that they are moderately ready for SHS's General Mathematics. There is an identified least mastered competency per content topic of General Mathematics and a set of Strategic Intervention Materials, AniMath is proposed as an intervention material in order to help the students master the least mastered competencies. Teachers should be aware of the specific prerequisite competencies of SHS's General Mathematics and together with educational leaders, they should make sure that the prerequisite competencies are mastered before teaching the new competencies in order to ensure readiness.
This brief report shows the academic performance in General Mathematics which Grade 11students take during their first semester. Results show that the overall academic performance of Grade 11 students in General Mathematics is Mean=86.49,... more
This brief report shows the academic performance in General Mathematics which Grade 11students take during their first semester. Results show that the overall academic performance of Grade 11 students in General Mathematics is Mean=86.49, SD=6.53. This brief report also reveals the academic performance and descriptives of Grade 11 students when grouped according to Sex, Strand, and School Year attended. It also shows that there exists significant differences in the academic performance of Grade 11 students when grouped according to Sex, Strand, and School Year attended.
A state with citizens equipped with scientific and mathematical skills is on its way to industrialization. Equipping citizens with these skills needs effective science and mathematics education which can be achieved by putting into... more
A state with citizens equipped with scientific and mathematical skills is on its way to industrialization. Equipping citizens with these skills needs effective science and mathematics education which can be achieved by putting into priority the education sector of a country. Republic Act No. 10533 paved the way for the implementation of the K to 12 Education in the Philippines. Senior High School (SHS) starts this June, 2016 and questions on readiness among schools, teachers and students are being raised. This descriptive – developmental research utilized unstructured interview and survey to the purposively selected 21 Grade 10 Math teachers and 350 randomly selected Grade 10 students of the Sorsogon City Division. The gathered data were treated statistically using frequency count, percentage and mean. Findings revealed that students are moderately ready on 17 out of 25 prerequisite competencies of General Mathematics and not ready on 9 of them. An over – all MPS of 40% is attained which means that they are moderately ready for SHS’s General Mathematics. There is an identified least mastered competency per content topic of General Mathematics and a set of Strategic Intervention Materials, AniMath is proposed as an intervention material in order to help the students master the least mastered competencies. Teachers should be aware of the specific prerequisite competencies of SHS’s General Mathematics and together with educational leaders, they should make sure that the prerequisite competencies are mastered before teaching the new competencies in order to ensure readiness.
The present text is a collection of notes about differential geometry prepared to some extent as part of tutorials about topics and applications related to tensor calculus. They can be regarded as continuation to the previous notes on... more
The present text is a collection of notes about differential geometry prepared to some extent as part of tutorials about topics and applications related to tensor calculus. They can be regarded as continuation to the previous notes on tensor calculus as they are based on the materials and conventions given in those documents. They can be used as a reference for a first course on the subject or as part of a course on tensor calculus.
The present text is a collection of notes about differential geometry prepared to some extent as part of tutorials about topics and applications related to tensor calculus. They can be regarded as continuation to the previous notes on... more
The present text is a collection of notes about differential geometry prepared to some extent as part of tutorials about topics and applications related to tensor calculus. They can be regarded as continuation to the previous notes on tensor calculus as they are based on the materials and conventions given in those documents. They can be used as a reference for a first course on the subject or as part of a course on tensor calculus.
Let Ap be the class of functions f(z) which are analytic in the open unit disk U. Applying some subordinations for functions, some interesting properties for f(z) ∈Ap are showed. Our results are generalizations for results given before.
Card tricks can be entertaining to audiences. Magicians apply them, but an in-depth knowledge of why they work the way they do is necessary, especially when constructing new tricks. Mapping a trick to its corresponding mathematical... more
Card tricks can be entertaining to audiences. Magicians apply them, but an in-depth knowledge of why they work the way they do is necessary, especially when constructing new tricks. Mapping a trick to its corresponding mathematical operations can be helpful in analysis, and the vice-versa process can help create new tricks and make them accessible to magicians.
In this paper we define two variable q-l-function. By applying Hankel’s contour and Cauchy-Residue Theorem, we prove that this function interpolates generalized q-Euler numbers at negative integers. The main purpose of this paper is also... more
In this paper we define two variable q-l-function. By applying Hankel’s contour and Cauchy-Residue Theorem, we prove that this function interpolates generalized q-Euler numbers at negative integers. The main purpose of this paper is also to construct p-adic q-Euler measure on Zp and to give applications of this measure. Furthermore, we obtain relations between p-adic q-integral, p-adic q-Euler measure and the q-Euler numbers and polynomials.
In this paper an improved error bound is obtained for the complete quartic spline with deficiency 2, in the less smooth class of continuous functions. In the case of Lipschitzian functions, the obtained estimate improves the constant from... more
In this paper an improved error bound is obtained for the complete quartic spline with deficiency 2, in the less smooth class of continuous functions. In the case of Lipschitzian functions, the obtained estimate improves the constant from Theorem 3, in J. Approx. Theory 58 (1989) 58-67. Some applications of the complete quartic spline in the numerical integration and in the construction of an iterative numerical method for fourth order two-point boundary value problems with pantograph type delay are presented.
Card tricks can be entertaining to audiences. Magicians apply them, but an in-depth knowledge of why they work the way they do is necessary, especially when constructing new tricks. Mapping a trick to its corresponding mathematical... more
Card tricks can be entertaining to audiences. Magicians apply them, but an in-depth knowledge of why they work the way they do is necessary, especially when constructing new tricks. Mapping a trick to its corresponding mathematical operations can be helpful in analysis, and the vice-versa process can help create new tricks and make them accessible to magicians.
