Comment on “Theoretical analysis of high-field transport in graphene on a substrate” [J. Appl. Phys. 116, 034507 (2014)

International Nuclear Information System (INIS)

Tan, Michael L. P.; Arora, Vijay K.

2014-01-01

In a recent article, Serov et al. [J. Appl. Phys. 116, 034507 (2014)] claim: “This study represents the first time that the high-field behavior in graphene on a substrate was investigated taking into account intrinsic graphene properties,” ignoring the most recent anisotropic distribution function [V. K. Arora et al., J. Appl. Phys. 112, 114330 (2012)] also published in J. Appl. Phys., targeting the same experimental data [V. E. Dorgan et al., Appl. Phys. Lett. 97, 082112 (2010)]. The claim of Serov et al. of being first is refuted and many shortcomings of the hydrodynamic model for a highly quantum and degenerate graphene nanolayer are pointed out

Coherence factors beyond the BCS expressions—a derivation

International Nuclear Information System (INIS)

Gorohovsky, G; Bettelheim, E

2014-01-01

We present a derivation of a previously announced result for matrix elements between exact eigenstates of the pairing Hamiltonian. Our results, which generalize the well-known Bardeen–Cooper–Schrieffer (BCS) (Bardeen et al 1957 Phys. Rev. 108 1175; 1957 Phys. Rev. 106 162) expressions for what are known as ‘coherence factors’, are derived based on the Slavnov (1989 Theor. Math. Phys. 79 502) formula for overlaps between Bethe-ansatz states, thus making use of the known connection between the exact diagonalization of the BCS Hamiltonian, due to Richardson (1963 Phys. Lett. 3 277; 1964 Nucl. Phys. A 52 221), and the algebraic Bethe ansatz. The resulting formula has a compact form after a suitable parameterization of the energy plane. Although we apply our method here to the pairing Hamiltonian, it may be adjusted to study what is termed the ‘Sutherland limit’ (Sutherland 1995 Phys. Rev. Lett. 74 816) for exactly solvable models, namely where a macroscopic number of rapidities form a large string. (paper)

(Quasi)-convexification of Barta's (multi-extrema) bounding theorem: Infx(HΦ(x)/Φ(x)) ≤ Egr ≤ Supx(HΦ(x)/Φ(x))

International Nuclear Information System (INIS)

Handy, C R

2006-01-01

There has been renewed interest in the exploitation of Barta's configuration space theorem (BCST) (Barta 1937 C. R. Acad. Sci. Paris 204 472) which bounds the ground-state energy, Inf x (HΦ(x)/Φ(x)) ≤ E gr ≤ Sup x (HΦ(x)/Φ(x)), by using any Φ lying within the space of positive, bounded, and sufficiently smooth functions, C. Mouchet's (Mouchet 2005 J. Phys. A: Math. Gen. 38 1039) BCST analysis is based on gradient optimization (GO). However, it overlooks significant difficulties: (i) appearance of multi-extrema; (ii) inefficiency of GO for stiff (singular perturbation/strong coupling) problems; (iii) the nonexistence of a systematic procedure for arbitrarily improving the bounds within C. These deficiencies can be corrected by transforming BCST into a moments' representation equivalent, and exploiting a generalization of the eigenvalue moment method (EMM), within the context of the well-known generalized eigenvalue problem (GEP), as developed here. EMM is an alternative eigenenergy bounding, variational procedure, overlooked by Mouchet, which also exploits the positivity of the desired physical solution. Furthermore, it is applicable to Hermitian and non-Hermitian systems with complex-number quantization parameters (Handy and Bessis 1985 Phys. Rev. Lett. 55 931, Handy et al 1988 Phys. Rev. Lett. 60 253, Handy 2001 J. Phys. A: Math. Gen. 34 5065, Handy et al 2002 J. Phys. A: Math. Gen. 35 6359). Our analysis exploits various quasi-convexity/concavity theorems common to the GEP representation. We outline the general theory, and present some illustrative examples

Comment on "Comments on `The Euclidean gravitational action as black hole entropy, singularities and space-time voids'" [J. Math. Phys. 50, 042502 (2009)]-Schwarzschild black hole lives to fight another day

Science.gov (United States)

Kundu, Prasun K.

2017-11-01

In a comment published several years ago in this journal, Mitra [J. Math. Phys. 50, 042502 (2009)] has claimed to prove that a neutral point particle in general relativity as described by the Schwarzschild metric must have zero gravitational mass, i.e., the mass parameter M0 of a Schwarzschild black hole necessarily vanishes. It is shown that the purported proof is incorrect. The error stems from a basic misunderstanding of the mathematical description of coordinate volume element in a differentiable manifold.

Family of electrovac colliding wave solutions of Einstein's equations

International Nuclear Information System (INIS)

Li, W.; Ernst, F.J.

1989-01-01

Beginning with any colliding wave solution of the vacuum Einstein equations, a corresponding electrified colliding wave solution can be generated through the use of a transformation due to Harrison [J. Math. Phys. 9, 1744 (1968)]. The method, long employed in the context of stationary axisymmetric fields, is equally applicable to colliding wave solutions. Here it is applied to a large family of vacuum metrics derived by applying a generalized Ehlers transformation to solutions published recently by Ernst, Garcia, and Hauser (EGH) [J. Math. Phys. 28, 2155, 2951 (1987); 29, 681 (1988)]. Those EGH solutions were themselves a generalization of solutions first derived by Ferrari, Ibanez, and Bruni [Phys. Rev. D 36, 1053 (1987)]. Among the electrovac solutions that are obtained is a charged version of the Nutku--Halil [Phys. Rev. Lett. 39, 1379 (1977)] metric that possesses an arbitrary complex charge parameter

Some recursive formulas for Selberg-type integrals

Energy Technology Data Exchange (ETDEWEB)

Iguri, Sergio [Instituto de AstronomIa y Fisica del Espacio (CONICET-UBA). C. C. 67, Suc. 28, 1428 Buenos Aires (Argentina); Mansour, Toufik, E-mail: siguri@iafe.uba.a, E-mail: toufik@math.haifa.ac.i [Department of Mathematics, University of Haifa, Haifa 31905 (Israel)

2010-02-12

A set of recursive relations satisfied by Selberg-type integrals involving monomial symmetric polynomials are derived, generalizing previous results in Aomoto (1987) SIAM J. Math. Anal. 18 545-49 and Iguri (2009) Lett. Math. Phys. 89 141-58. These formulas provide a well-defined algorithm for computing Selberg-Schur integrals whenever the Kostka numbers relating Schur functions and the corresponding monomial polynomials are explicitly known. We illustrate the usefulness of our results discussing some interesting examples.

A Centerless Virasoro Algebra of Master Symmetries for the Ablowitz-Ladik Hierarchy

Directory of Open Access Journals (Sweden)

Luc Haine

2013-12-01

Full Text Available We show that the (semi-infinite Ablowitz-Ladik (AL hierarchy admits a centerless Virasoro algebra of master symmetries in the sense of Fuchssteiner [Progr. Theoret. Phys. 70 (1983, 1508-1522]. An explicit expression for these symmetries is given in terms of a slight generalization of the Cantero, Moral and Velázquez (CMV matrices [Linear Algebra Appl. 362 (2003, 29-56] and their action on the tau-functions of the hierarchy is described. The use of the CMV matrices turns out to be crucial for obtaining a Lax pair representation of the master symmetries. The AL hierarchy seems to be the first example of an integrable hierarchy which admits a full centerless Virasoro algebra of master symmetries, in contrast with the Toda lattice and Korteweg-de Vries hierarchies which possess only ''half of'' a Virasoro algebra of master symmetries, as explained in Adler and van Moerbeke [Duke Math. J. 80 (1995, 863-911], Damianou [Lett. Math. Phys. 20 (1990, 101-112] and Magri and Zubelli [Comm. Math. Phys. 141 (1991, 329-351].

Gleason-Busch theorem for sequential measurements

Science.gov (United States)

Flatt, Kieran; Barnett, Stephen M.; Croke, Sarah

2017-12-01

Gleason's theorem is a statement that, given some reasonable assumptions, the Born rule used to calculate probabilities in quantum mechanics is essentially unique [A. M. Gleason, Indiana Univ. Math. J. 6, 885 (1957), 10.1512/iumj.1957.6.56050]. We show that Gleason's theorem contains within it also the structure of sequential measurements, and along with this the state update rule. We give a small set of axioms, which are physically motivated and analogous to those in Busch's proof of Gleason's theorem [P. Busch, Phys. Rev. Lett. 91, 120403 (2003), 10.1103/PhysRevLett.91.120403], from which the familiar Kraus operator form follows. An axiomatic approach has practical relevance as well as fundamental interest, in making clear those assumptions which underlie the security of quantum communication protocols. Interestingly, the two-time formalism is seen to arise naturally in this approach.

Genus 4 trigonal reduction of the Benney equations

International Nuclear Information System (INIS)

Baldwin, Sadie; Gibbons, John

2006-01-01

It was shown by Gibbons and Tsarev (1996 Phys. Lett. A 211 19, 1999 Phys. Lett. A 258 263) that N-parameter reductions of the Benney equations correspond to particular N-parameter families of conformal maps. In recent papers (Baldwin and Gibbons 2003 J. Phys. A: Math. Gen. 36 8393-417, Baldwin and Gibbons 2004 J. Phys. A: Math. Gen. 37 5341-54), the present authors have constructed examples of such reductions where the mappings take the upper half p-plane to a polygonal slit domain in the λ-plane. In those cases, the mapping function was expressed in terms of the derivatives of Kleinian σ functions of hyperelliptic curves, restricted to the one-dimensional stratum Θ 1 of the Θ-divisor. This was done using an extension of the method given in Enolskii et al (2003 J. Nonlinear Sci. 13 157) extended to a genus 3 curve (Enolski V Z and Gibbons J Addition theorems on the strata of the theta divisor of genus three hyperelliptic curves, in preparation). Here, we use similar ideas, but now applied to a trigonal curve of genus 4. Fundamental to this approach is a family of differential relations which σ satisfies on the divisor. Again, it is shown that the mapping function is expressible in terms of quotients of derivatives of σ on the divisor Θ 1 . One significant by-product is an expansion of the leading terms of the Taylor series of σ for the given family of (3, 5) curves; to the best of the authors' knowledge, this is new

A solvable Hamiltonian system: Integrability and action-angle variables

International Nuclear Information System (INIS)

Karimipour, V.

1997-01-01

We prove that the dynamical system characterized by the Hamiltonian H=λN summation j N p j +μ summation j,k N (p j p k ) 1/2 {cos[ν(q j -q k )]} proposed and studied by Calogero [J. Math. Phys. 36, 9 (1994)] and Calogero and van Diejen [Phys. Lett. A 205, 143 (1995)] is equivalent to a system of noninteracting harmonic oscillators both classically and quantum mechanically. We find the explicit form of the conserved currents that are in involution. We also find the action-angle variables and solve the initial value problem in a very simple form.copyright 1997 American Institute of Physics

Poisson sigma model with branes and hyperelliptic Riemann surfaces

International Nuclear Information System (INIS)

Ferrario, Andrea

2008-01-01

We derive the explicit form of the superpropagators in the presence of general boundary conditions (coisotropic branes) for the Poisson sigma model. This generalizes the results presented by Cattaneo and Felder [''A path integral approach to the Kontsevich quantization formula,'' Commun. Math. Phys. 212, 591 (2000)] and Cattaneo and Felder ['Coisotropic submanifolds in Poisson geometry and branes in the Poisson sigma model', Lett. Math. Phys. 69, 157 (2004)] for Kontsevich's angle function [Kontsevich, M., 'Deformation quantization of Poisson manifolds I', e-print arXiv:hep.th/0101170] used in the deformation quantization program of Poisson manifolds. The relevant superpropagators for n branes are defined as gauge fixed homotopy operators of a complex of differential forms on n sided polygons P n with particular ''alternating'' boundary conditions. In the presence of more than three branes we use first order Riemann theta functions with odd singular characteristics on the Jacobian variety of a hyperelliptic Riemann surface (canonical setting). In genus g the superpropagators present g zero mode contributions

Relativistic Chiral Kinetic Theory

International Nuclear Information System (INIS)

Stephanov, Mikhail

2016-01-01

This very brief review of the recent progress in chiral kinetic theory is based on the results of Refs. [J.-Y. Chen, D. T. Son, M. A. Stephanov, H.-U. Yee, Y. Yin, Lorentz Invariance in Chiral Kinetic Theory, Phys. Rev. Lett. 113 (18) (2014) 182302. doi: (10.1103/PhysRevLett.113.182302); J.-Y. Chen, D. T. Son, M. A. Stephanov, Collisions in Chiral Kinetic Theory, Phys. Rev. Lett. 115 (2) (2015) 021601. doi: (10.1103/PhysRevLett.115.021601); M. A. Stephanov, H.-U. Yee, The no-drag frame for anomalous chiral fluid, Phys. Rev. Lett. 116 (12) (2016) 122302. doi: (10.1103/PhysRevLett.116.122302)].

Relativistic Chiral Kinetic Theory

Energy Technology Data Exchange (ETDEWEB)

Stephanov, Mikhail

2016-12-15

This very brief review of the recent progress in chiral kinetic theory is based on the results of Refs. [J.-Y. Chen, D. T. Son, M. A. Stephanov, H.-U. Yee, Y. Yin, Lorentz Invariance in Chiral Kinetic Theory, Phys. Rev. Lett. 113 (18) (2014) 182302. doi: (10.1103/PhysRevLett.113.182302); J.-Y. Chen, D. T. Son, M. A. Stephanov, Collisions in Chiral Kinetic Theory, Phys. Rev. Lett. 115 (2) (2015) 021601. doi: (10.1103/PhysRevLett.115.021601); M. A. Stephanov, H.-U. Yee, The no-drag frame for anomalous chiral fluid, Phys. Rev. Lett. 116 (12) (2016) 122302. doi: (10.1103/PhysRevLett.116.122302)].

BFACF-style algorithms for polygons in the body-centered and face-centered cubic lattices

Energy Technology Data Exchange (ETDEWEB)

Janse van Rensburg, E J [Department of Mathematics and Statistics, York University, Toronto, Ontario M3J 1P3 (Canada); Rechnitzer, A, E-mail: rensburg@yorku.ca, E-mail: andrewr@math.ubc.ca [Department of Mathematics, The University of British Columbia, Vancouver V6T 1Z2, British Columbia (Canada)

2011-04-22

In this paper, the elementary moves of the BFACF-algorithm (Aragao de Carvalho and Caracciolo 1983 Phys. Rev. B 27 1635-45, Aragao de Carvalho and Caracciolo 1983 Nucl. Phys. B 215 209-48, Berg and Foester 1981 Phys. Lett. B 106 323-6) for lattice polygons are generalized to elementary moves of BFACF-style algorithms for lattice polygons in the body-centered (BCC) and face-centered (FCC) cubic lattices. We prove that the ergodicity classes of these new elementary moves coincide with the knot types of unrooted polygons in the BCC and FCC lattices and so expand a similar result for the cubic lattice (see Janse van Rensburg and Whittington (1991 J. Phys. A: Math. Gen. 24 5553-67)). Implementations of these algorithms for knotted polygons using the GAS algorithm produce estimates of the minimal length of knotted polygons in the BCC and FCC lattices.

BFACF-style algorithms for polygons in the body-centered and face-centered cubic lattices

Science.gov (United States)

Janse van Rensburg, E. J.; Rechnitzer, A.

2011-04-01

In this paper, the elementary moves of the BFACF-algorithm (Aragão de Carvalho and Caracciolo 1983 Phys. Rev. B 27 1635-45, Aragão de Carvalho and Caracciolo 1983 Nucl. Phys. B 215 209-48, Berg and Foester 1981 Phys. Lett. B 106 323-6) for lattice polygons are generalized to elementary moves of BFACF-style algorithms for lattice polygons in the body-centered (BCC) and face-centered (FCC) cubic lattices. We prove that the ergodicity classes of these new elementary moves coincide with the knot types of unrooted polygons in the BCC and FCC lattices and so expand a similar result for the cubic lattice (see Janse van Rensburg and Whittington (1991 J. Phys. A: Math. Gen. 24 5553-67)). Implementations of these algorithms for knotted polygons using the GAS algorithm produce estimates of the minimal length of knotted polygons in the BCC and FCC lattices.

BFACF-style algorithms for polygons in the body-centered and face-centered cubic lattices

International Nuclear Information System (INIS)

Janse van Rensburg, E J; Rechnitzer, A

2011-01-01

In this paper, the elementary moves of the BFACF-algorithm (Aragao de Carvalho and Caracciolo 1983 Phys. Rev. B 27 1635-45, Aragao de Carvalho and Caracciolo 1983 Nucl. Phys. B 215 209-48, Berg and Foester 1981 Phys. Lett. B 106 323-6) for lattice polygons are generalized to elementary moves of BFACF-style algorithms for lattice polygons in the body-centered (BCC) and face-centered (FCC) cubic lattices. We prove that the ergodicity classes of these new elementary moves coincide with the knot types of unrooted polygons in the BCC and FCC lattices and so expand a similar result for the cubic lattice (see Janse van Rensburg and Whittington (1991 J. Phys. A: Math. Gen. 24 5553-67)). Implementations of these algorithms for knotted polygons using the GAS algorithm produce estimates of the minimal length of knotted polygons in the BCC and FCC lattices.

Parent-child math anxiety and math-gender stereotypes predict adolescents' math education outcomes.

Science.gov (United States)

Casad, Bettina J; Hale, Patricia; Wachs, Faye L

2015-01-01

Two studies examined social determinants of adolescents' math anxiety including parents' own math anxiety and children's endorsement of math-gender stereotypes. In Study 1, parent-child dyads were surveyed and the interaction between parent and child math anxiety was examined, with an eye to same- and other-gender dyads. Results indicate that parent's math anxiety interacts with daughters' and sons' anxiety to predict math self-efficacy, GPA, behavioral intentions, math attitudes, and math devaluing. Parents with lower math anxiety showed a positive relationship to children's math outcomes when children also had lower anxiety. The strongest relationships were found with same-gender dyads, particularly Mother-Daughter dyads. Study 2 showed that endorsement of math-gender stereotypes predicts math anxiety (and not vice versa) for performance beliefs and outcomes (self-efficacy and GPA). Further, math anxiety fully mediated the relationship between gender stereotypes and math self-efficacy for girls and boys, and for boys with GPA. These findings address gaps in the literature on the role of parents' math anxiety in the effects of children's math anxiety and math anxiety as a mechanism affecting performance. Results have implications for interventions on parents' math anxiety and dispelling gender stereotypes in math classrooms.

Uhlmann's geometric phase in presence of isotropic decoherence

International Nuclear Information System (INIS)

Tidstroem, Jonas; Sjoeqvist, Erik

2003-01-01

Uhlmann's mixed state geometric phase [Rep. Math. Phys. 24, 229 (1986)] is analyzed in the case of a qubit affected by isotropic decoherence treated in the Markovian approximation. It is demonstrated that this phase decreases rapidly with increasing decoherence rate and that it is most fragile to weak decoherence for pure or nearly pure initial states. In the unitary case, we compare Uhlmann's geometric phase for mixed states with that occurring in standard Mach-Zehnder interferometry [Phys. Rev. Lett. 85, 2845 (2000)] and show that the latter is more robust to reduction in the length of the Bloch vector. We also describe how Uhlmann's geometric phase in the present case could in principle be realized experimentally

Parent-child math anxiety and math-gender stereotypes predict adolescents' math education outcomes

Science.gov (United States)

Casad, Bettina J.; Hale, Patricia; Wachs, Faye L.

2015-01-01

Two studies examined social determinants of adolescents' math anxiety including parents' own math anxiety and children's endorsement of math-gender stereotypes. In Study 1, parent-child dyads were surveyed and the interaction between parent and child math anxiety was examined, with an eye to same- and other-gender dyads. Results indicate that parent's math anxiety interacts with daughters' and sons' anxiety to predict math self-efficacy, GPA, behavioral intentions, math attitudes, and math devaluing. Parents with lower math anxiety showed a positive relationship to children's math outcomes when children also had lower anxiety. The strongest relationships were found with same-gender dyads, particularly Mother-Daughter dyads. Study 2 showed that endorsement of math-gender stereotypes predicts math anxiety (and not vice versa) for performance beliefs and outcomes (self-efficacy and GPA). Further, math anxiety fully mediated the relationship between gender stereotypes and math self-efficacy for girls and boys, and for boys with GPA. These findings address gaps in the literature on the role of parents' math anxiety in the effects of children's math anxiety and math anxiety as a mechanism affecting performance. Results have implications for interventions on parents' math anxiety and dispelling gender stereotypes in math classrooms. PMID:26579000

Parent-Child Math Anxiety and Math-Gender Stereotypes Predict Adolescents’ Math Education Outcomes

Directory of Open Access Journals (Sweden)

Bettina J Casad

2015-11-01

Full Text Available Two studies examined social determinants of adolescents’ math anxiety including parents’ own math anxiety and children’s endorsement of math-gender stereotypes. In study 1, parent-child dyads were surveyed and the interaction between parent and child math anxiety was examined, with an eye to same- and other-gender dyads. Results indicate that parent’s math anxiety interacts with daughters’ and sons’ anxiety to predict math self-efficacy, GPA, behavioral intentions, math attitudes, and math devaluing. Parents with lower math anxiety showed a positive relationship to children’s math outcomes when children also had lower anxiety. The strongest relationships were found with same-gender dyads, particularly Mother-Daughter dyads. Study 2 showed that endorsement of math-gender stereotypes predicts math anxiety (and not vice versa for performance beliefs and outcomes (self-efficacy and GPA. Further, math anxiety fully mediated the relationship between gender stereotypes and math self-efficacy for girls and for boys, and for boys with GPA. These findings address gaps in the literature on the role of parents’ math anxiety in the effects of children’s math anxiety and math anxiety as a mechanism affecting performance. Results have implications for interventions on parents’ math anxiety and dispelling gender stereotypes in math classrooms.

Working memory, math performance, and math anxiety.

Science.gov (United States)

Ashcraft, Mark H; Krause, Jeremy A

2007-04-01

The cognitive literature now shows how critically math performance depends on working memory, for any form of arithmetic and math that involves processes beyond simple memory retrieval. The psychometric literature is also very clear on the global consequences of mathematics anxiety. People who are highly math anxious avoid math: They avoid elective coursework in math, both in high school and college, they avoid college majors that emphasize math, and they avoid career paths that involve math. We go beyond these psychometric relationships to examine the cognitive consequences of math anxiety. We show how performance on a standardized math achievement test varies as a function of math anxiety, and that math anxiety compromises the functioning of working memory. High math anxiety works much like a dual task setting: Preoccupation with one's math fears and anxieties functions like a resource-demanding secondary task. We comment on developmental and educational factors related to math and working memory, and on factors that may contribute to the development of math anxiety.

Quantum Communication Using Coherent Rejection Sampling

Science.gov (United States)

Anshu, Anurag; Devabathini, Vamsi Krishna; Jain, Rahul

2017-09-01

Compression of a message up to the information it carries is key to many tasks involved in classical and quantum information theory. Schumacher [B. Schumacher, Phys. Rev. A 51, 2738 (1995), 10.1103/PhysRevA.51.2738] provided one of the first quantum compression schemes and several more general schemes have been developed ever since [M. Horodecki, J. Oppenheim, and A. Winter, Commun. Math. Phys. 269, 107 (2007); , 10.1007/s00220-006-0118-xI. Devetak and J. Yard, Phys. Rev. Lett. 100, 230501 (2008); , 10.1103/PhysRevLett.100.230501A. Abeyesinghe, I. Devetak, P. Hayden, and A. Winter, Proc. R. Soc. A 465, 2537 (2009), 10.1098/rspa.2009.0202]. However, the one-shot characterization of these quantum tasks is still under development, and often lacks a direct connection with analogous classical tasks. Here we show a new technique for the compression of quantum messages with the aid of entanglement. We devise a new tool that we call the convex split lemma, which is a coherent quantum analogue of the widely used rejection sampling procedure in classical communication protocols. As a consequence, we exhibit new explicit protocols with tight communication cost for quantum state merging, quantum state splitting, and quantum state redistribution (up to a certain optimization in the latter case). We also present a port-based teleportation scheme which uses a fewer number of ports in the presence of information about input.

Parent-child math anxiety and math-gender stereotypes predict adolescents' math education outcomes

OpenAIRE

Casad, Bettina J.; Hale, Patricia; Wachs, Faye L.

2015-01-01

Two studies examined social determinants of adolescents’ math anxiety including parents’ own math anxiety and children’s endorsement of math-gender stereotypes. In study 1, parent-child dyads were surveyed and the interaction between parent and child math anxiety was examined, with an eye to same- and other-gender dyads. Results indicate that parent’s math anxiety interacts with daughters’ and sons’ anxiety to predict math self-efficacy, GPA, behavioral intentions, math attitudes, and math de...

Talking Math, Blogging Math

OpenAIRE

Mathews, Linda Marie

2009-01-01

Talking Math, Blogging Math is a curriculum designed to aid middle school Pre- Algebra students' mathematical problem-solving through the use of academic language instruction, explanatory proofs, and online technology (blogging). Talking Math, Blogging Math was implemented over a period of ten weeks during the 2008 - 2009 school year. The school where the curriculum was implemented is a non-traditional classroom-based charter school. The 7th, 8th and 9th grade students attended class twice a ...

Is Math Anxiety Always Bad for Math Learning? The Role of Math Motivation.

Science.gov (United States)

Wang, Zhe; Lukowski, Sarah L; Hart, Sara A; Lyons, Ian M; Thompson, Lee A; Kovas, Yulia; Mazzocco, Michèle M M; Plomin, Robert; Petrill, Stephen A

2015-12-01

The linear relations between math anxiety and math cognition have been frequently studied. However, the relations between anxiety and performance on complex cognitive tasks have been repeatedly demonstrated to follow a curvilinear fashion. In the current studies, we aimed to address the lack of attention given to the possibility of such complex interplay between emotion and cognition in the math-learning literature by exploring the relations among math anxiety, math motivation, and math cognition. In two samples-young adolescent twins and adult college students-results showed inverted-U relations between math anxiety and math performance in participants with high intrinsic math motivation and modest negative associations between math anxiety and math performance in participants with low intrinsic math motivation. However, this pattern was not observed in tasks assessing participants' nonsymbolic and symbolic number-estimation ability. These findings may help advance the understanding of mathematics-learning processes and provide important insights for treatment programs that target improving mathematics-learning experiences and mathematical skills. © The Author(s) 2015.

Quantization of a symplectic manifold associated to a manifold with projective structure

International Nuclear Information System (INIS)

Biswas, Indranil

2009-01-01

Let X be a complex manifold equipped with a projective structure P. There is a holomorphic principal C*-bundle L P ' over X associated with P. We show that the holomorphic cotangent bundle of the total space of L P ' equipped with the Liouville symplectic form has a canonical deformation quantization. This generalizes the construction in the work of and Ben-Zvi and Biswas [''A quantization on Riemann surfaces with projective structure,'' Lett. Math. Phys. 54, 73 (2000)] done under the assumption that dim C X=1.

Vanishing Hall conductance in the phase-glass Bose metal at zero temperature

Science.gov (United States)

May-Mann, Julian; Phillips, Philip W.

2018-01-01

Motivated in part by numerical simulations [H. G. Katzgraber and A. P. Young, Phys. Rev. B 66, 224507 (2002), 10.1103/PhysRevB.66.224507; J. M. Kosterlitz and N. Akino, Phys. Rev. Lett. 81, 4672 (1998), 10.1103/PhysRevLett.81.4672; Phys. Rev. Lett. 81, 4672 (1998), 10.1103/PhysRevLett.81.4672] that reveal that the energy to create a defect in a gauge or phase glass scales as Lθ with θ power law as does the longitudinal conductance. This prediction can be verified experimentally by applying a ground plane to the 2D samples.

Non-CMC Solutions of the Einstein Constraint Equations on Compact Manifolds with Apparent Horizon Boundaries

Science.gov (United States)

Holst, Michael; Meier, Caleb; Tsogtgerel, G.

2018-01-01

In this article we continue our effort to do a systematic development of the solution theory for conformal formulations of the Einstein constraint equations on compact manifolds with boundary. By building in a natural way on our recent work in Holst and Tsogtgerel (Class Quantum Gravity 30:205011, 2013), and Holst et al. (Phys Rev Lett 100(16):161101, 2008, Commun Math Phys 288(2):547-613, 2009), and also on the work of Maxwell (J Hyperbolic Differ Eqs 2(2):521-546, 2005a, Commun Math Phys 253(3):561-583, 2005b, Math Res Lett 16(4):627-645, 2009) and Dain (Class Quantum Gravity 21(2):555-573, 2004), under reasonable assumptions on the data we prove existence of both near- and far-from-constant mean curvature (CMC) solutions for a class of Robin boundary conditions commonly used in the literature for modeling black holes, with a third existence result for CMC appearing as a special case. Dain and Maxwell addressed initial data engineering for space-times that evolve to contain black holes, determining solutions to the conformal formulation on an asymptotically Euclidean manifold in the CMC setting, with interior boundary conditions representing excised interior black hole regions. Holst and Tsogtgerel compiled the interior boundary results covered by Dain and Maxwell, and then developed general interior conditions to model the apparent horizon boundary conditions of Dainand Maxwell for compact manifolds with boundary, and subsequently proved existence of solutions to the Lichnerowicz equation on compact manifolds with such boundary conditions. This paper picks up where Holst and Tsogtgerel left off, addressing the general non-CMC case for compact manifolds with boundary. As in our previous articles, our focus here is again on low regularity data and on the interaction between different types of boundary conditions. While our work here serves primarily to extend the solution theory for the compact with boundary case, we also develop several technical tools that have

Comment on ``Attractive forces between ions in quantum plasmas: Failure of linearized quantum hydrodynamics''

Science.gov (United States)

Shukla, P. K.; Eliasson, B.; Akbari-Moghanjoughi, M.

2013-03-01

In a recent paper, Bonitz, Pehlke, and Schoof [Phys. Rev. E10.1103/PhysRevE.87.033105 87, 033105 (2013)], hereafter referred to as BPS, have raised some points against the Shukla-Eliasson attractive potential [P. K. Shukla and B. Eliasson, Phys. Rev. Lett.0031-900710.1103/PhysRevLett.108.165007 108, 165007 (2012); P. K. Shukla and B. Eliasson, Phys. Rev. Lett.0031-900710.1103/PhysRevLett.108.219902 108, 219902(E) (2012); P. K. Shukla and B. Eliasson, Phys. Rev. Lett.10.1103/PhysRevLett.109.019901 109, 019901(E) (2012)], hereafter referred to as SEAP, around a stationary test charge in a quantum plasma. Our objective here is to discuss the insufficiency of the BPS reasoning concerning the applicability of the linearized quantum hydrodynamic theory, as well as to point out the shortcomings in BPS’s arguments and to suggest how to salvage BPS’s density functional theory and simulations, which have failed to produce results that correctly match with that of Shukla and Eliasson.

Female teachers' math anxiety affects girls' math achievement.

Science.gov (United States)

Beilock, Sian L; Gunderson, Elizabeth A; Ramirez, Gerardo; Levine, Susan C

2010-02-02

People's fear and anxiety about doing math--over and above actual math ability--can be an impediment to their math achievement. We show that when the math-anxious individuals are female elementary school teachers, their math anxiety carries negative consequences for the math achievement of their female students. Early elementary school teachers in the United States are almost exclusively female (>90%), and we provide evidence that these female teachers' anxieties relate to girls' math achievement via girls' beliefs about who is good at math. First- and second-grade female teachers completed measures of math anxiety. The math achievement of the students in these teachers' classrooms was also assessed. There was no relation between a teacher's math anxiety and her students' math achievement at the beginning of the school year. By the school year's end, however, the more anxious teachers were about math, the more likely girls (but not boys) were to endorse the commonly held stereotype that "boys are good at math, and girls are good at reading" and the lower these girls' math achievement. Indeed, by the end of the school year, girls who endorsed this stereotype had significantly worse math achievement than girls who did not and than boys overall. In early elementary school, where the teachers are almost all female, teachers' math anxiety carries consequences for girls' math achievement by influencing girls' beliefs about who is good at math.

When Math Hurts: Math Anxiety Predicts Pain Network Activation in Anticipation of Doing Math

Science.gov (United States)

Lyons, Ian M.; Beilock, Sian L.

2012-01-01

Math can be difficult, and for those with high levels of mathematics-anxiety (HMAs), math is associated with tension, apprehension, and fear. But what underlies the feelings of dread effected by math anxiety? Are HMAs’ feelings about math merely psychological epiphenomena, or is their anxiety grounded in simulation of a concrete, visceral sensation – such as pain – about which they have every right to feel anxious? We show that, when anticipating an upcoming math-task, the higher one’s math anxiety, the more one increases activity in regions associated with visceral threat detection, and often the experience of pain itself (bilateral dorso-posterior insula). Interestingly, this relation was not seen during math performance, suggesting that it is not that math itself hurts; rather, the anticipation of math is painful. Our data suggest that pain network activation underlies the intuition that simply anticipating a dreaded event can feel painful. These results may also provide a potential neural mechanism to explain why HMAs tend to avoid math and math-related situations, which in turn can bias HMAs away from taking math classes or even entire math-related career paths. PMID:23118929

When math hurts: math anxiety predicts pain network activation in anticipation of doing math.

Directory of Open Access Journals (Sweden)

Ian M Lyons

Full Text Available Math can be difficult, and for those with high levels of mathematics-anxiety (HMAs, math is associated with tension, apprehension, and fear. But what underlies the feelings of dread effected by math anxiety? Are HMAs' feelings about math merely psychological epiphenomena, or is their anxiety grounded in simulation of a concrete, visceral sensation - such as pain - about which they have every right to feel anxious? We show that, when anticipating an upcoming math-task, the higher one's math anxiety, the more one increases activity in regions associated with visceral threat detection, and often the experience of pain itself (bilateral dorso-posterior insula. Interestingly, this relation was not seen during math performance, suggesting that it is not that math itself hurts; rather, the anticipation of math is painful. Our data suggest that pain network activation underlies the intuition that simply anticipating a dreaded event can feel painful. These results may also provide a potential neural mechanism to explain why HMAs tend to avoid math and math-related situations, which in turn can bias HMAs away from taking math classes or even entire math-related career paths.

When math hurts: math anxiety predicts pain network activation in anticipation of doing math.

Science.gov (United States)

Lyons, Ian M; Beilock, Sian L

2012-01-01

Math can be difficult, and for those with high levels of mathematics-anxiety (HMAs), math is associated with tension, apprehension, and fear. But what underlies the feelings of dread effected by math anxiety? Are HMAs' feelings about math merely psychological epiphenomena, or is their anxiety grounded in simulation of a concrete, visceral sensation - such as pain - about which they have every right to feel anxious? We show that, when anticipating an upcoming math-task, the higher one's math anxiety, the more one increases activity in regions associated with visceral threat detection, and often the experience of pain itself (bilateral dorso-posterior insula). Interestingly, this relation was not seen during math performance, suggesting that it is not that math itself hurts; rather, the anticipation of math is painful. Our data suggest that pain network activation underlies the intuition that simply anticipating a dreaded event can feel painful. These results may also provide a potential neural mechanism to explain why HMAs tend to avoid math and math-related situations, which in turn can bias HMAs away from taking math classes or even entire math-related career paths.

On the Hopf structure of Up,q(gl(1/1)) and the universal Τ-matrix of Funp,q(GL(1/1))

International Nuclear Information System (INIS)

Chakrabarti, R.; Jagannathan, R.

1994-08-01

Using the technique developed by Fronsdal and Galindo (Lett. Math. Phys, 27 (1993) 57) for studying the Hopf duality between the quantum algebras Fun p,q (GL(2)) and U p,q (gl(2)), the Hopf structure of U p,q (gl(1/1)), dual to Fun p,q (GL(1/1)), is derived and the corresponding universal Τ-matrix of Fun p,q (GL(1/1)), embodying the suitably modified exponential relationship U p,q (gl(1/1)) → Fun p,q (GL(1/1)), is obtained. (author). 10 refs

Quantum Communication Using Coherent Rejection Sampling.

Science.gov (United States)

Anshu, Anurag; Devabathini, Vamsi Krishna; Jain, Rahul

2017-09-22

Compression of a message up to the information it carries is key to many tasks involved in classical and quantum information theory. Schumacher [B. Schumacher, Phys. Rev. A 51, 2738 (1995)PLRAAN1050-294710.1103/PhysRevA.51.2738] provided one of the first quantum compression schemes and several more general schemes have been developed ever since [M. Horodecki, J. Oppenheim, and A. Winter, Commun. Math. Phys. 269, 107 (2007); CMPHAY0010-361610.1007/s00220-006-0118-xI. Devetak and J. Yard, Phys. Rev. Lett. 100, 230501 (2008); PRLTAO0031-900710.1103/PhysRevLett.100.230501A. Abeyesinghe, I. Devetak, P. Hayden, and A. Winter, Proc. R. Soc. A 465, 2537 (2009)PRLAAZ1364-502110.1098/rspa.2009.0202]. However, the one-shot characterization of these quantum tasks is still under development, and often lacks a direct connection with analogous classical tasks. Here we show a new technique for the compression of quantum messages with the aid of entanglement. We devise a new tool that we call the convex split lemma, which is a coherent quantum analogue of the widely used rejection sampling procedure in classical communication protocols. As a consequence, we exhibit new explicit protocols with tight communication cost for quantum state merging, quantum state splitting, and quantum state redistribution (up to a certain optimization in the latter case). We also present a port-based teleportation scheme which uses a fewer number of ports in the presence of information about input.

Optoelectronic Devices Based on Novel Semiconductor Structures

Science.gov (United States)

2006-06-14

J. C. Pearson, C. Kadow, A. W. Jackson, and A. C. Gossard, Appl. Phys. Lett. 74, 2872 (1999). 11. F. Zernike , Jr., and P. R. Berman, Phys. Rev. Lett...G. Sun, and R. A. Soref, Appl. Phys. Lett. 78, 401 (2001). 8. F. Jr. Zernike and P. R. Berman, Phys. Rev. Lett. 15, 999 (1965). 9. K. Kawase, T...in successive InAs layers, resulting in a substantially wide miniband [1]. Such a large width manifests the quasi- 3D properties of the SL’s. On the

Exact mean-energy expansion of Ginibre's gas for coupling constants Γ =2 ×(oddinteger)

Science.gov (United States)

Salazar, R.; Téllez, G.

2017-12-01

Using the approach of a Vandermonde determinant to the power Γ =Q2/kBT expansion on monomial functions, a way to find the excess energy Uexc of the two-dimensional one-component plasma (2DOCP) on hard and soft disks (or a Dyson gas) for odd values of Γ /2 is provided. At Γ =2 , the present study not only corroborates the result for the particle-particle energy contribution of the Dyson gas found by Shakirov [Shakirov, Phys. Lett. A 375, 984 (2011), 10.1016/j.physleta.2011.01.004] by using an alternative approach, but also provides the exact N -finite expansion of the excess energy of the 2DOCP on the hard disk. The excess energy is fitted to the ansatz of the form Uexc=K1N +K2√{N }+K3+K4/N +O (1 /N2) to study the finite-size correction, with Ki coefficients and N the number of particles. In particular, the bulk term of the excess energy is in agreement with the well known result of Jancovici for the hard disk in the thermodynamic limit [Jancovici, Phys. Rev. Lett. 46, 386 (1981), 10.1103/PhysRevLett.46.386]. Finally, an expression is found for the pair correlation function which still keeps a link with the random matrix theory via the kernel in the Ginibre ensemble [Ginibre, J. Math. Phys. 6, 440 (1965), 10.1063/1.1704292] for odd values of Γ /2 . A comparison between the analytical two-body density function and histograms obtained with Monte Carlo simulations for small systems and Γ =2 ,6 ,10 ,... shows that the approach described in this paper may be used to study analytically the crossover behavior from systems in the fluid phase to small crystals.

The role of self-math overlap in understanding math anxiety and the relation between math anxiety and performance.

Science.gov (United States)

Necka, Elizabeth A; Sokolowski, H Moriah; Lyons, Ian M

2015-01-01

Recent work has demonstrated that math anxiety is more than just the product of poor math skills. Psychosocial factors may play a key role in understanding what it means to be math anxious, and hence may aid in attempts to sever the link between math anxiety and poor math performance. One such factor may be the extent to which individuals integrate math into their sense of self. We adapted a well-established measure of this degree of integration (i.e., self-other overlap) to assess individuals' self-math overlap. This non-verbal single-item measure showed that identifying oneself with math (having higher self-math overlap) was strongly associated with lower math anxiety (r = -0.610). We also expected that having higher self-math overlap would leave one especially susceptible to the threat of poor math performance to the self. We identified two competing hypotheses regarding how this plays out in terms of math anxiety. Those higher in self-math overlap might be more likely to worry about poor math performance, exacerbating the negative relation between math anxiety and math ability. Alternatively, those higher in self-math overlap might exhibit self-serving biases regarding their math ability, which would instead predict a decoupling of the relation between their perceived and actual math ability, and in turn the relation between their math ability and math anxiety. Results clearly favored the latter hypothesis: those higher in self-math overlap exhibited almost no relation between math anxiety and math ability, whereas those lower in self-math overlap showed a strong negative relation between math anxiety and math ability. This was partially explained by greater self-serving biases among those higher in self-math overlap. In sum, these results reveal that the degree to which one integrates math into one's self - self-math overlap - may provide insight into how the pernicious negative relation between math anxiety and math ability may be ameliorated.

The role of self-math overlap in understanding math anxiety and the relation between math anxiety and performance

Science.gov (United States)

Necka, Elizabeth A.; Sokolowski, H. Moriah; Lyons, Ian M.

2015-01-01

Recent work has demonstrated that math anxiety is more than just the product of poor math skills. Psychosocial factors may play a key role in understanding what it means to be math anxious, and hence may aid in attempts to sever the link between math anxiety and poor math performance. One such factor may be the extent to which individuals integrate math into their sense of self. We adapted a well-established measure of this degree of integration (i.e., self-other overlap) to assess individuals’ self-math overlap. This non-verbal single-item measure showed that identifying oneself with math (having higher self-math overlap) was strongly associated with lower math anxiety (r = -0.610). We also expected that having higher self-math overlap would leave one especially susceptible to the threat of poor math performance to the self. We identified two competing hypotheses regarding how this plays out in terms of math anxiety. Those higher in self-math overlap might be more likely to worry about poor math performance, exacerbating the negative relation between math anxiety and math ability. Alternatively, those higher in self-math overlap might exhibit self-serving biases regarding their math ability, which would instead predict a decoupling of the relation between their perceived and actual math ability, and in turn the relation between their math ability and math anxiety. Results clearly favored the latter hypothesis: those higher in self-math overlap exhibited almost no relation between math anxiety and math ability, whereas those lower in self-math overlap showed a strong negative relation between math anxiety and math ability. This was partially explained by greater self-serving biases among those higher in self-math overlap. In sum, these results reveal that the degree to which one integrates math into one’s self – self-math overlap – may provide insight into how the pernicious negative relation between math anxiety and math ability may be ameliorated. PMID

The role of self-math overlap in understanding math anxiety and the relation between math anxiety and performance

Directory of Open Access Journals (Sweden)

Elizabeth A Necka

2015-10-01

Full Text Available Recent work has demonstrated that math anxiety is more than just the product of poor math skills. Psychosocial factors may play a key role in understanding what it means to be math anxious, and hence may aid in attempts to sever the link between math anxiety and poor math performance. One such factor may be the extent to which individuals integrate math into their sense of self. We adapted a well-established measure of this degree of integration (i.e., self-other overlap to assess individuals’ self-math overlap. This nonverbal single-item measure showed that identifying oneself with math (having higher self-math overlap was strongly associated with lower math anxiety (r=-.610. We also expected that having higher self-math overlap would leave one especially susceptible to the threat of poor math performance to the self. We identified two competing hypotheses regarding how this plays out in terms of math anxiety. Those higher in self-math overlap might be more likely to worry about poor math performance, exacerbating the negative relation between math anxiety and math ability. Alternatively, those higher in self-math overlap might exhibit self-serving biases regarding their math ability, which would instead predict a decoupling of the relation between their perceived and actual math ability, and in turn the relation between their math ability and math anxiety. Results clearly favored the latter hypothesis: those higher in self-math overlap exhibited almost no relation between math anxiety and math ability, whereas those lower in self-math overlap showed a strong negative relation between math anxiety and math ability. This was partially explained by greater self-serving biases among those higher in self-math overlap. In sum, these results reveal that the degree to which one integrates math into one’s self – self-math overlap – may provide insight into how the pernicious negative relation between math anxiety and math ability may be

Thermodynamics of quantum spacetime histories

Science.gov (United States)

Smolin, Lee

2017-11-01

We show that the simplicity constraints, which define the dynamics of spin foam models, imply, and are implied by, the first law of thermodynamics, when the latter is applied to causal diamonds in the quantum spacetime. This result reveals an intimate connection between the holographic nature of gravity, as reflected by the Bekenstein entropy, and the fact that general relativity and other gravitational theories can be understood as constrained topological field theories. To state and derive this correspondence we describe causal diamonds in the causal structure of spin foam histories and generalize arguments given for the near horizon region of black holes by Frodden, Gosh and Perez [Phys. Rev. D 87, 121503 (2013); , 10.1103/PhysRevD.87.121503Phys. Rev. D 89, 084069 (2014); , 10.1103/PhysRevD.89.084069Phys. Rev. Lett. 107, 241301 (2011); , 10.1103/PhysRevLett.107.241301Phys. Rev. Lett.108, 169901(E) (2012)., 10.1103/PhysRevLett.108.169901] and Bianchi [arXiv:1204.5122.]. This allows us to apply a recent argument of Jacobson [Phys. Rev. Lett. 116, 201101 (2016).10.1103/PhysRevLett.116.201101] to show that if a spin foam history has a semiclassical limit described in terms of a smooth metric geometry, that geometry satisfies the Einstein equations. These results suggest also a proposal for a quantum equivalence principle.

Lab. of Appl. Math. Phys

DEFF Research Database (Denmark)

Albertsen, Niels Christian

1989-01-01

A new system of poles for the Green's function for a dielectric-coated cylinder has been found. In general, these poles correspond to creeping waves, which are strongly attenuated except for very thick coatings. For radii below a critical value, one of the new poles replaces one of those previous...

Math anxiety and math performance in children: The mediating roles of working memory and math self-concept.

Science.gov (United States)

Justicia-Galiano, M José; Martín-Puga, M Eva; Linares, Rocío; Pelegrina, Santiago

2017-12-01

Numerous studies, most of them involving adolescents and adults, have evidenced a moderate negative relationship between math anxiety and math performance. There are, however, a limited number of studies that have addressed the mechanisms underlying this relation. This study aimed to investigate the role of two possible mediational mechanisms between math anxiety and math performance. Specifically, we sought to test the simultaneous mediating role of working memory and math self-concept. A total of 167 children aged 8-12 years participated in this study. Children completed a set of questionnaires used to assess math and trait anxiety, math self-concept as well as measures of math fluency and math problem-solving. Teachers were asked to rate each student's math achievement. As measures of working memory, two backward span tasks were administered to the children. A series of multiple mediation analyses were conducted. Results indicated that both mediators (working memory and math self-concept) contributed to explaining the relationship between math anxiety and math achievement. Results suggest that working memory and self-concept could be worth considering when designing interventions aimed at helping students with math anxiety. Longitudinal designs could also be used to better understand the mediational mechanisms that may explain the relationship between math anxiety and math performance. © 2017 The British Psychological Society.

One loop back reaction on power law inflation

International Nuclear Information System (INIS)

Abramo, L.R.; Woodard, R.P.

1999-01-01

We consider quantum-mechanical corrections to a homogeneous, isotropic, and spatially flat geometry whose scale factor expands classically as a general power of the comoving time. The effects of both gravitons and the scalar inflaton are computed at one loop using the manifestly causal formalism of Schwinger [J. Math. Phys. 2, 407 (1961); Particles, Sources and Fields (Addison, Wesley, Reading, MA, 1970)] with the Feynman rules recently developed by Iliopoulos et al. [Nucl. Phys. B 534, 419 (1998)]. We find no significant effect, in marked contrast to the result obtained by Mukhanov and co-workers [Phys. Rev. Lett. 78, 1624 (1998); Phys. Rev. D 56, 3248 (1997)] for chaotic inflation based on a quadratic potential. By applying the canonical technique of Mukhanov and co-workers to the exponential potentials of power law inflation, we show that the two methods produce the same results, within the approximations employed, for these backgrounds. We therefore conclude that the shape of the inflaton potential can have an enormous impact on the one loop back reaction. copyright 1999 The American Physical Society

Upconversion emission of BaTiO3 :Er nanocrystals

Indian Academy of Sciences (India)

Wintec

Meneses-Nava M A, Barbosa-Garcia O and Salas P 2003. Appl. Phys. Lett. 83 4903. La Rosa E De, Salas P, Desirena H, Angeles C and Rodriguez. R A 2005 Appl. Phys. Lett. 87 241912. Matsuura D 2002 Appl. Phys. Lett. 81 4526. Pandozzi F, Vetrone F, Boyer J C, Naccache R, Capobianco. J A, Speghini A and Bettinelli ...

Intergenerational Effects of Parents' Math Anxiety on Children's Math Achievement and Anxiety.

Science.gov (United States)

Maloney, Erin A; Ramirez, Gerardo; Gunderson, Elizabeth A; Levine, Susan C; Beilock, Sian L

2015-09-01

A large field study of children in first and second grade explored how parents' anxiety about math relates to their children's math achievement. The goal of the study was to better understand why some students perform worse in math than others. We tested whether parents' math anxiety predicts their children's math achievement across the school year. We found that when parents are more math anxious, their children learn significantly less math over the school year and have more math anxiety by the school year's end-but only if math-anxious parents report providing frequent help with math homework. Notably, when parents reported helping with math homework less often, children's math achievement and attitudes were not related to parents' math anxiety. Parents' math anxiety did not predict children's reading achievement, which suggests that the effects of parents' math anxiety are specific to children's math achievement. These findings provide evidence of a mechanism for intergenerational transmission of low math achievement and high math anxiety. © The Author(s) 2015.

Dynamical properties of moving atom–atom entanglement and ...

Indian Academy of Sciences (India)

[24] F A A El-Orany, Phys. Scr. 74, 563 (2006). [25] K Berrada, F F Fanchini and S Abdel-Khalek, Phys. Rev. A 85, 052315 (2012). [26] S Abdel-Khalek, S h Barazanjeh and H Eleuch, Int. J. Theor. Phys. 50, 2939 (2011). [27] W K Wootters, Phys. Rev. Lett. 80, 2245 (1998). [28] A Peres, Phys. Rev. Lett. 77, 1413 (1996).

A comparative study of the single-mode Richtmyer-Meshkov instability

Science.gov (United States)

Bai, X.; Deng, X.-L.; Jiang, L.

2017-11-01

In this work, the single-mode Richtmyer-Meshkov instability is studied numerically to find a reasonable nonlinear theoretical model which can be applied to predict the interface evolution from the linear stage to the early nonlinear stage. The cut-cell-based sharp-interface methods MuSiC+ (Chang et al. in J Comput Phys 242:946-990, 2013) and CCGF (Bai and Deng in Adv Appl Math Mech 9(5):1052-1075, 2017) are applied to generate numerical results for comparisons. Classical Air-SF6 and Air-Helium conditions are applied in this study, and initial amplitude and Atwood number are varied for comparison. Comparisons to the simulation results from the literature show the applicability of MuSiC+ and CCGF. Comparisons to the nonlinear theoretical models show that ZS (Zhang and Sohn in Phys Lett A 212:149-155, 1996; Phys Fluids 9:1106-1124, 1997), SEA (Sadot et al. in Phys Rev Lett 80:1654-1657, 1998), and DR (Dimonte and Ramaprabhu in Phys Fluids 22:014104, 2010) models are valid for both spike and bubble growth rates, and MIK (Mikaelian in Phys Rev E 67:026319, 2003) and ZG (Zhang and Guo in J Fluid Mech 786:47-61, 2016) models are valid for bubble growth rate, when the initial perturbation is small and the Atwood number is low, but only the DR model is applicable for both spike and bubble growth rates when the initial perturbation amplitude and the Atwood number are large. A new term of non-dimensional initial perturbation amplitude is presented and multiplied to the DR model to get a unified fitted DR model, which gives consistent results to the simulation ones for small and large initial amplitudes.

Solutions for confluent and double-confluent Heun equations and some applications

Energy Technology Data Exchange (ETDEWEB)

El-Jaick, Lea Jaccoud; Figueiredo, Bartolomeu D.B. [Centro Brasileiro de Pesquisas Fisicas (CBPF), Rio de Janeiro, RJ (Brazil)

2008-07-01

This paper examines some solutions for confluent and double-confluent Heun equations and their applications to the Schroedinger equation with quasi-exactly solvable potentials. In the first place, we review two Leaver's solutions in series of regular and irregular confluent hypergeometric functions for the confluent equation [E. W. Leaver, J. Math. Phys. 27, 1238 (1986)] and introduce an additional expansion in series of irregular confluent hypergeometric functions. Then, we find the conditions under which one of these solutions can be written as a linear combination of the others. In the second place, by means of limiting procedures we generate solutions for the double-confluent equation as well as for special limits of both the confluent and double-confluent equations. In the third place, solutions of the Heun equations are used to solve the one-dimensional Schroedinger equation for quasi-exactly solvable potentials. We consider a symmetric and an asymmetric double-Morse potentials which appear in the theory of quantum spin systems [O. B. Zaslavskii and V. V. Ulyanov, Sov. Phys. JETP 60, 991 (1984)], a bottomless volcano-type potential which gives degenerate eigenstates [S. Kar and R. R. Parwani, Europhys. Lett., 80, 30004 (2007)], and a potential which leads to quasi normal modes, that is, to solutions presenting complex energies [H. T. Cho and C. L. Ho, J. Phys. A: Math. Theor. 40, 1325 (2007)]. (author)

Solutions for confluent and double-confluent Heun equations and some applications

International Nuclear Information System (INIS)

El-Jaick, Lea Jaccoud; Figueiredo, Bartolomeu D.B.

2008-01-01

This paper examines some solutions for confluent and double-confluent Heun equations and their applications to the Schroedinger equation with quasi-exactly solvable potentials. In the first place, we review two Leaver's solutions in series of regular and irregular confluent hypergeometric functions for the confluent equation [E. W. Leaver, J. Math. Phys. 27, 1238 (1986)] and introduce an additional expansion in series of irregular confluent hypergeometric functions. Then, we find the conditions under which one of these solutions can be written as a linear combination of the others. In the second place, by means of limiting procedures we generate solutions for the double-confluent equation as well as for special limits of both the confluent and double-confluent equations. In the third place, solutions of the Heun equations are used to solve the one-dimensional Schroedinger equation for quasi-exactly solvable potentials. We consider a symmetric and an asymmetric double-Morse potentials which appear in the theory of quantum spin systems [O. B. Zaslavskii and V. V. Ulyanov, Sov. Phys. JETP 60, 991 (1984)], a bottomless volcano-type potential which gives degenerate eigenstates [S. Kar and R. R. Parwani, Europhys. Lett., 80, 30004 (2007)], and a potential which leads to quasi normal modes, that is, to solutions presenting complex energies [H. T. Cho and C. L. Ho, J. Phys. A: Math. Theor. 40, 1325 (2007)]. (author)

Evaluating Small Sphere Limit of the Wang-Yau Quasi-Local Energy

Science.gov (United States)

Chen, Po-Ning; Wang, Mu-Tao; Yau, Shing-Tung

2018-01-01

In this article, we study the small sphere limit of the Wang-Yau quasi-local energy defined in Wang and Yau (Phys Rev Lett 102(2):021101, 2009, Commun Math Phys 288(3):919-942, 2009). Given a point p in a spacetime N, we consider a canonical family of surfaces approaching p along its future null cone and evaluate the limit of the Wang-Yau quasi-local energy. The evaluation relies on solving an "optimal embedding equation" whose solutions represent critical points of the quasi-local energy. For a spacetime with matter fields, the scenario is similar to that of the large sphere limit found in Chen et al. (Commun Math Phys 308(3):845-863, 2011). Namely, there is a natural solution which is a local minimum, and the limit of its quasi-local energy recovers the stress-energy tensor at p. For a vacuum spacetime, the quasi-local energy vanishes to higher order and the solution of the optimal embedding equation is more complicated. Nevertheless, we are able to show that there exists a solution that is a local minimum and that the limit of its quasi-local energy is related to the Bel-Robinson tensor. Together with earlier work (Chen et al. 2011), this completes the consistency verification of the Wang-Yau quasi-local energy with all classical limits.

Universals and Specifics of Math Self-Concept, Math Self-Efficacy, and Math Anxiety across 41 PISA 2003 Participating Countries

Science.gov (United States)

Lee, Jihyun

2009-01-01

The overarching goal of the present study is to investigate the factorial structure of three closely related constructs: math self-concept, math self-efficacy, and math anxiety. The factorial structure consisting of three factors, each representing math self-concept, math self-efficacy, and math anxiety, is supported in all 41 countries employed…

College Math Assessment: SAT Scores vs. College Math Placement Scores

Science.gov (United States)

Foley-Peres, Kathleen; Poirier, Dawn

2008-01-01

Many colleges and university's use SAT math scores or math placement tests to place students in the appropriate math course. This study compares the use of math placement scores and SAT scores for 188 freshman students. The student's grades and faculty observations were analyzed to determine if the SAT scores and/or college math assessment scores…

Taking Math Anxiety out of Math Instruction

Science.gov (United States)

Shields, Darla J.

2007-01-01

To take math anxiety out of math instruction, teachers need to first know how to easily diagnose it in their students and second, how to analyze causes. Results of a recent study revealed that while students believed that their math anxiety was largely related to a lack of mathematical understanding, they often blamed their teachers for causing…

A Study of Perceptions of Math Mindset, Math Anxiety, and View of Math by Young Adults

Science.gov (United States)

Hocker, Tami

2017-01-01

This study's purpose was to determine whether instruction in growth math mindset led to change in perceptions of 18-22-year-old at-risk students in math mindset, math anxiety, and view of math. The experimental curriculum was created by the researcher with the guidance of experts in mathematics and education and focused on the impact of brain…

The role of self-math overlap in understanding math anxiety and the relation between math anxiety and performance

OpenAIRE

Necka, Elizabeth A.; Sokolowski, H. Moriah; Lyons, Ian M.

2015-01-01

Recent work has demonstrated that math anxiety is more than just the product of poor math skills. Psychosocial factors may play a key role in understanding what it means to be math anxious, and hence may aid in attempts to sever the link between math anxiety and poor math performance. One such factor may be the extent to which individuals integrate math into their sense of self. We adapted a well-established measure of this degree of integration (i.e., self-other overlap) to assess individual...

The influence of experiencing success in math on math anxiety, perceived math competence, and math performance

NARCIS (Netherlands)

Jansen, B.R.J.; Louwerse, J.; Straatemeier, M.; van der Ven, S.H.G.; Klinkenberg, S.; van der Maas, H.L.J.

2013-01-01

It was investigated whether children would experience less math anxiety and feel more competent when they, independent of ability level, experienced high success rates in math. Comparable success rates were achieved by adapting problem difficulty to individuals' ability levels with a

Math in Action. Hands-On, Minds-On Math.

Science.gov (United States)

Waite-Stupiansky, Sandra; Stupiansky, Nicholas G.

1998-01-01

Hands-on math must also involve students' minds in creative thinking. Math manipulatives must be used for uncovering, not just discovering. This paper presents guidelines for planning hands-on, minds-on math for elementary students. Suggestions include dialoging, questioning, integrating manipulatives and other tools, writing, and evaluating. (SM)

Scaling and universality of ac conduction in disordered solids

DEFF Research Database (Denmark)

Schrøder, Thomas; Dyre, Jeppe

2000-01-01

Recent scaling results for the ac conductivity of ionic glasses by Roling et al. [Phys. Rev. Lett. 78, 2160 (1997)] and Sidebottom [Phys. Rev. Lett. 82, 3653 (1999)] are discussed. We prove that Sidebottom's version of scaling is completely general. A new approximation to the universal ac conduct...... conductivity arising in the extreme disorder limit of the symmetric hopping model, the "diffusion cluster approximation," is presented and compared to computer simulations and experiments.......Recent scaling results for the ac conductivity of ionic glasses by Roling et al. [Phys. Rev. Lett. 78, 2160 (1997)] and Sidebottom [Phys. Rev. Lett. 82, 3653 (1999)] are discussed. We prove that Sidebottom's version of scaling is completely general. A new approximation to the universal ac...

Math Anxiety and Math Ability in Early Primary School Years

Science.gov (United States)

Krinzinger, Helga; Kaufmann, Liane; Willmes, Klaus

2010-01-01

Mathematical learning disabilities (MLDs) are often associated with math anxiety, yet until now, very little is known about the causal relations between calculation ability and math anxiety during early primary school years. The main aim of this study was to longitudinally investigate the relationship between calculation ability, self-reported evaluation of mathematics, and math anxiety in 140 primary school children between the end of first grade and the middle of third grade. Structural equation modeling revealed a strong influence of calculation ability and math anxiety on the evaluation of mathematics but no effect of math anxiety on calculation ability or vice versa—contrasting with the frequent clinical reports of math anxiety even in very young MLD children. To summarize, our study is a first step toward a better understanding of the link between math anxiety and math performance in early primary school years performance during typical and atypical courses of development. PMID:20401159

Fulltext PDF

Indian Academy of Sciences (India)

[18] D Rychtarik, B Engeser, H-C Nägerl and R Grimm, Phys. Rev. Lett. 92, 173003. (2004). [19] S Stock, Z Hadzibabic, B Battelier, M Cheneau and J Dalibard, Phys. Rev. Lett. 95,. 190403 (2005). [20] G Hechenblaikner, J M Krueger and C J Foot, Phys. Rev. A71, 013604 (2005). [21] M Schick, Phys. Rev. A3, 1067 (1971).

More N =4 superconformal bootstrap

Science.gov (United States)

Beem, Christopher; Rastelli, Leonardo; van Rees, Balt C.

2017-08-01

In this long overdue second installment, we continue to develop the conformal bootstrap program for N =4 superconformal field theories (SCFTs) in four dimensions via an analysis of the correlation function of four stress-tensor supermultiplets. We review analytic results for this correlator and make contact with the SCFT/chiral algebra correspondence of Beem et al. [Commun. Math. Phys. 336, 1359 (2015), 10.1007/s00220-014-2272-x]. We demonstrate that the constraints of unitarity and crossing symmetry require the central charge c to be greater than or equal to 3 /4 in any interacting N =4 SCFT. We apply numerical bootstrap methods to derive upper bounds on scaling dimensions and operator product expansion coefficients for several low-lying, unprotected operators as a function of the central charge. We interpret our bounds in the context of N =4 super Yang-Mills theories, formulating a series of conjectures regarding the embedding of the conformal manifold—parametrized by the complexified gauge coupling—into the space of scaling dimensions and operator product expansion coefficients. Our conjectures assign a distinguished role to points on the conformal manifold that are self-dual under a subgroup of the S -duality group. This paper contains a more detailed exposition of a number of results previously reported in Beem et al. [Phys. Rev. Lett. 111, 071601 (2013), 10.1103/PhysRevLett.111.071601] in addition to new results.

Motivation and Math Anxiety for Ability Grouped College Math Students

Science.gov (United States)

Helming, Luralyn

2013-01-01

The author studied how math anxiety, motivation, and ability group interact to affect performance in college math courses. This clarified the effects of math anxiety and ability grouping on performance. It clarified the interrelationships between math anxiety, motivation, and ability grouping by considering them in a single analysis. It introduces…

When approximate number acuity predicts math performance: The moderating role of math anxiety

Science.gov (United States)

Libertus, Melissa E.

2018-01-01

Separate lines of research suggest that people who are better at estimating numerical quantities using the approximate number system (ANS) have better math performance, and that people with high levels of math anxiety have worse math performance. Only a handful of studies have examined both ANS acuity and math anxiety in the same participants and those studies report contradictory results. To address these inconsistencies, in the current study 87 undergraduate students completed assessments of ANS acuity, math anxiety, and three different measures of math. We considered moderation models to examine the interplay of ANS acuity and math anxiety on different aspects of math performance. Math anxiety and ANS acuity were both unique significant predictors of the ability to automatically recall basic number facts. ANS acuity was also a unique significant predictor of the ability to solve applied math problems, and this relation was further qualified by a significant interaction with math anxiety: the positive association between ANS acuity and applied problem solving was only present in students with high math anxiety. Our findings suggest that ANS acuity and math anxiety are differentially related to various aspects of math and should be considered together when examining their respective influences on math ability. Our findings also raise the possibility that good ANS acuity serves as a protective factor for highly math-anxious students on certain types of math assessments. PMID:29718939

When approximate number acuity predicts math performance: The moderating role of math anxiety.

Science.gov (United States)

Braham, Emily J; Libertus, Melissa E

2018-01-01

Separate lines of research suggest that people who are better at estimating numerical quantities using the approximate number system (ANS) have better math performance, and that people with high levels of math anxiety have worse math performance. Only a handful of studies have examined both ANS acuity and math anxiety in the same participants and those studies report contradictory results. To address these inconsistencies, in the current study 87 undergraduate students completed assessments of ANS acuity, math anxiety, and three different measures of math. We considered moderation models to examine the interplay of ANS acuity and math anxiety on different aspects of math performance. Math anxiety and ANS acuity were both unique significant predictors of the ability to automatically recall basic number facts. ANS acuity was also a unique significant predictor of the ability to solve applied math problems, and this relation was further qualified by a significant interaction with math anxiety: the positive association between ANS acuity and applied problem solving was only present in students with high math anxiety. Our findings suggest that ANS acuity and math anxiety are differentially related to various aspects of math and should be considered together when examining their respective influences on math ability. Our findings also raise the possibility that good ANS acuity serves as a protective factor for highly math-anxious students on certain types of math assessments.

When approximate number acuity predicts math performance: The moderating role of math anxiety.

Directory of Open Access Journals (Sweden)

Emily J Braham

Full Text Available Separate lines of research suggest that people who are better at estimating numerical quantities using the approximate number system (ANS have better math performance, and that people with high levels of math anxiety have worse math performance. Only a handful of studies have examined both ANS acuity and math anxiety in the same participants and those studies report contradictory results. To address these inconsistencies, in the current study 87 undergraduate students completed assessments of ANS acuity, math anxiety, and three different measures of math. We considered moderation models to examine the interplay of ANS acuity and math anxiety on different aspects of math performance. Math anxiety and ANS acuity were both unique significant predictors of the ability to automatically recall basic number facts. ANS acuity was also a unique significant predictor of the ability to solve applied math problems, and this relation was further qualified by a significant interaction with math anxiety: the positive association between ANS acuity and applied problem solving was only present in students with high math anxiety. Our findings suggest that ANS acuity and math anxiety are differentially related to various aspects of math and should be considered together when examining their respective influences on math ability. Our findings also raise the possibility that good ANS acuity serves as a protective factor for highly math-anxious students on certain types of math assessments.

Finite difference evolution equations and quantum dynamical semigroups

International Nuclear Information System (INIS)

Ghirardi, G.C.; Weber, T.

1983-12-01

We consider the recently proposed [Bonifacio, Lett. Nuovo Cimento, 37, 481 (1983)] coarse grained description of time evolution for the density operator rho(t) through a finite difference equation with steps tau, and we prove that there exists a generator of the quantum dynamical semigroup type yielding an equation giving a continuous evolution coinciding at all time steps with the one induced by the coarse grained description. The map rho(0)→rho(t) derived in this way takes the standard form originally proposed by Lindblad [Comm. Math. Phys., 48, 119 (1976)], even when the map itself (and, therefore, the corresponding generator) is not bounded. (author)

A Correction to a Remark in a Paper by Procacci and Yuhjtman: New Lower Bounds for the Convergence Radius of the Virial Series

Science.gov (United States)

Procacci, Aldo

2017-09-01

In this note we deduce a new lower bound for the convergence radius of the Virial series of a continuous system of classical particles interacting via a stable and tempered pair potential using the estimates on the Mayer coefficients obtained in the recent paper by Procacci and Yuhjtman (Lett Math Phys 107:31-46, 2017). This corrects the wrongly optimistic lower bound for the same radius claimed (but not proved) in the above cited paper (in Remark 2 below Theorem 1). The lower bound for the convergence radius of the Virial series provided here represents a strong improvement on the classical estimate given by Lebowitz and Penrose in 1964.

Two new integrable couplings of the soliton hierarchies with self-consistent sources

International Nuclear Information System (INIS)

Tie-Cheng, Xia

2010-01-01

A kind of integrable coupling of soliton equations hierarchy with self-consistent sources associated with s-tilde l(4) has been presented (Yu F J and Li L 2009 Appl. Math. Comput. 207 171; Yu F J 2008 Phys. Lett. A 372 6613). Based on this method, we construct two integrable couplings of the soliton hierarchy with self-consistent sources by using the loop algebra s-tilde l(4). In this paper, we also point out that there are some errors in these references and we have corrected these errors and set up new formula. The method can be generalized to other soliton hierarchy with self-consistent sources. (general)

Stabilizing simulations of complex stochastic representations for quantum dynamical systems

Energy Technology Data Exchange (ETDEWEB)

Perret, C; Petersen, W P, E-mail: wpp@math.ethz.ch [Seminar for Applied Mathematics, ETH, Zurich (Switzerland)

2011-03-04

Path integral representations of quantum dynamics can often be formulated as stochastic differential equations (SDEs). In a series of papers, Corney and Drummond (2004 Phys. Rev. Lett. 93 260401), Deuar and Drummond (2001 Comput. Phys. Commun. 142 442-5), Drummond and Gardnier (1980 J. Phys. A: Math. Gen. 13 2353-68), Gardiner and Zoller (2004 Quantum Noise: A Handbook of Markovian and Non-Markovian Quantum Stochastic Methods with Applications to Quantum Optics (Springer Series in Synergetics) 3rd edn (Berlin: Springer)) and Gilchrist et al (1997 Phys. Rev. A 55 3014-32) and their collaborators have derived SDEs from coherent states representations for density matrices. Computationally, these SDEs are attractive because they seem simple to simulate. They can be quite unstable, however. In this paper, we consider some of the instabilities and propose a few remedies. Particularly, because the variances of the simulated paths typically grow exponentially, the processes become de-localized in relatively short times. Hence, the issues of boundary conditions and stable integration methods become important. We use the Bose-Einstein Hamiltonian as an example. Our results reveal that it is possible to significantly extend integration times and show the periodic structure of certain functionals.

Measurement of math beliefs and their associations with math behaviors in college students.

Science.gov (United States)

Hendy, Helen M; Schorschinsky, Nancy; Wade, Barbara

2014-12-01

Our purpose in the present study was to expand understanding of math beliefs in college students by developing 3 new psychometrically tested scales as guided by expectancy-value theory, self-efficacy theory, and health belief model. Additionally, we identified which math beliefs (and which theory) best explained variance in math behaviors and performance by college students and which students were most likely to have problematic math beliefs. Study participants included 368 college math students who completed questionnaires to report math behaviors (attending class, doing homework, reading textbooks, asking for help) and used a 5-point rating scale to indicate a variety of math beliefs. For a subset of 84 students, math professors provided final math grades. Factor analyses produced a 10-item Math Value Scale with 2 subscales (Class Devaluation, No Future Value), a 7-item single-dimension Math Confidence Scale, and an 11-item Math Barriers Scale with 2 subscales (Math Anxiety, Discouraging Words). Hierarchical multiple regression revealed that high levels of the newly discovered class devaluation belief (guided by expectancy-value theory) were most consistently associated with poor math behaviors in college students, with high math anxiety (guided by health belief model) and low math confidence (guided by self-efficacy theory) also found to be significant. Analyses of covariance revealed that younger and male students were at increased risk for class devaluation and older students were at increased risk for poor math confidence. (c) 2014 APA, all rights reserved.

Is Mathematical Anxiety Always Bad for Math Learning: The Role of Math Motivation

Science.gov (United States)

Wang, Zhe; Lukowski, Sarah L.; Hart, Sara Ann; Lyons, Ian M.; Thompson, Lee A.; Kovas, Yulia; Mazzocco, Michèle M.; Plomin, Robert; Petrill, Stephen A.

2015-01-01

The linear relations between math anxiety and math cognition have been frequently studied. However, the relations between anxiety and performance on complex cognitive tasks have been repeatedly demonstrated to follow a curvilinear fashion. Given the lack of attention to the possibility of such complex interplay between emotion and cognition in the math learning literature, the current study aimed to address this gap via exploring the relations between math anxiety, math motivation, and math cognition. The current study consisted of two samples. One sample included 262 pairs of young adolescent twins and the other included 237 adult college students. Participants self-reported their math anxiety and math motivation. Math cognition was assessed using a comprehensive battery of mathematics tasks. In both samples, results showed inverted-U relations between math anxiety and math performance in students with high intrinsic math motivation, and modest negative associations between math anxiety and math performance in students with low intrinsic math motivation. However, this pattern was not observed in tasks assessing student’s nonsymbolic and symbolic number estimation. These findings may help advance our understanding of mathematics learning processes and may provide important insights for treatment programs that target improving mathematics learning experiences and mathematical skills. PMID:26518438

Parents' Beliefs about Children's Math Development and Children's Participation in Math Activities

OpenAIRE

Susan Sonnenschein; Claudia Galindo; Shari R. Metzger; Joy A. Thompson; Hui Chih Huang; Heather Lewis

2012-01-01

This study explored associations between parents’ beliefs about children’s development and children’s reported math activities at home. Seventy-three parents were interviewed about the frequency of their children’s participation in a broad array of math activities, the importance of children doing math activities at home, how children learn math, parents’ role in their children’s math learning, and parents’ own math skills. Although the sample consisted of African Americans, Chinese, Latino, ...

The Influence of Experiencing Success in Math on Math Anxiety, Perceived Math Competence, and Math Performance

Science.gov (United States)

Jansen, Brenda R. J.; Louwerse, Jolien; Straatemeier, Marthe; Van der Ven, Sanne H. G.; Klinkenberg, Sharon; Van der Maas, Han L. J.

2013-01-01

It was investigated whether children would experience less math anxiety and feel more competent when they, independent of ability level, experienced high success rates in math. Comparable success rates were achieved by adapting problem difficulty to individuals' ability levels with a computer-adaptive program. A total of 207 children (grades 3-6)…

Math Anxiety Is Related to Some, but Not All, Experiences with Math

OpenAIRE

Krystle O'Leary; Cheryll L. Fitzpatrick; Darcy Hallett

2017-01-01

Math anxiety has been defined as unpleasant feelings of tension and anxiety that hinder the ability to deal with numbers and math in a variety of situations. Although many studies have looked at situational and demographic factors associated with math anxiety, little research has looked at the self-reported experiences with math that are associated with math anxiety. The present study used a mixed-methods design and surveyed 131 undergraduate students about their experiences with math through...

Math Anxiety, Working Memory, and Math Achievement in Early Elementary School

Science.gov (United States)

Ramirez, Gerardo; Gunderson, Elizabeth A.; Levine, Susan C.; Beilock, Sian L.

2013-01-01

Although math anxiety is associated with poor mathematical knowledge and low course grades (Ashcraft & Krause, 2007), research establishing a connection between math anxiety and math achievement has generally been conducted with young adults, ignoring the emergence of math anxiety in young children. In the current study, we explored whether…

Mothers, Intrinsic Math Motivation, Arithmetic Skills, and Math Anxiety in Elementary School.

Science.gov (United States)

Daches Cohen, Lital; Rubinsten, Orly

2017-01-01

Math anxiety is influenced by environmental, cognitive, and personal factors. Yet, the concurrent relationships between these factors have not been examined. To this end, the current study investigated how the math anxiety of 30 sixth graders is affected by: (a) mother's math anxiety and maternal behaviors (environmental factors); (b) children's arithmetic skills (cognitive factors); and (c) intrinsic math motivation (personal factor). A rigorous assessment of children's math anxiety was made by using both explicit and implicit measures. The results indicated that accessible self-representations of math anxiety, as reflected by the explicit self-report questionnaire, were strongly affected by arithmetic skills. However, unconscious cognitive constructs of math anxiety, as reflected by the numerical dot-probe task, were strongly affected by environmental factors, such as maternal behaviors and mothers' attitudes toward math. Furthermore, the present study provided preliminary evidence of intergenerational transmission of math anxiety. The conclusions are that in order to better understand the etiology of math anxiety, multiple facets of parenting and children's skills should be taken into consideration. Implications for researchers, parents, and educators are discussed.

Math Anxiety Is Related to Some, but Not All, Experiences with Math.

Science.gov (United States)

O'Leary, Krystle; Fitzpatrick, Cheryll L; Hallett, Darcy

2017-01-01

Math anxiety has been defined as unpleasant feelings of tension and anxiety that hinder the ability to deal with numbers and math in a variety of situations. Although many studies have looked at situational and demographic factors associated with math anxiety, little research has looked at the self-reported experiences with math that are associated with math anxiety. The present study used a mixed-methods design and surveyed 131 undergraduate students about their experiences with math through elementary school, junior high, and high school, while also assessing math anxiety, general anxiety, and test anxiety. Some reported experiences (e.g., support in high school, giving students plenty of examples) were significantly related to the level of math anxiety, even after controlling for general and test anxiety, but many other factors originally thought to be related to math anxiety did not demonstrate a relation in this study. Overall, this study addresses a gap in the literature and provides some suggestive specifics of the kinds of past experiences that are related to math anxiety and those that are not.

Math Anxiety Is Related to Some, but Not All, Experiences with Math

Directory of Open Access Journals (Sweden)

Krystle O'Leary

2017-12-01

Full Text Available Math anxiety has been defined as unpleasant feelings of tension and anxiety that hinder the ability to deal with numbers and math in a variety of situations. Although many studies have looked at situational and demographic factors associated with math anxiety, little research has looked at the self-reported experiences with math that are associated with math anxiety. The present study used a mixed-methods design and surveyed 131 undergraduate students about their experiences with math through elementary school, junior high, and high school, while also assessing math anxiety, general anxiety, and test anxiety. Some reported experiences (e.g., support in high school, giving students plenty of examples were significantly related to the level of math anxiety, even after controlling for general and test anxiety, but many other factors originally thought to be related to math anxiety did not demonstrate a relation in this study. Overall, this study addresses a gap in the literature and provides some suggestive specifics of the kinds of past experiences that are related to math anxiety and those that are not.

7TH International Symposium: Nanostructure: Physics and Technology

Science.gov (United States)

1999-01-01

Sacks, D. E. Cullen, E. J. Branciforte, R. D. Caroll and T. C. Eschrich, Appl. Phys. Lett. 52, 18 (1988). [2] A. Wixforth, J. P. Kotthaus and G. Weimann...discussed that favour each class of theoretical models. References [1] T. Fukuzawa, E. E. Mendez and J. M. Hong, Phys. Rev. Lett. 64, 3066 (1990). [2] J...A. Kash, M. Zachau, E. E. Mendez , J. M. Hong and T. Fukuzawa, Phys. Rev. Lett. 66, 2247 (1991). [3] V. B. Timofeev, A. V. Larionov, A. S. Ioselevich

Materials Research Society Symposium Proceedings Held in Boston, Massachusetts on 4-6 December 1991. Low Temperature (LT) GaAs and Related Materials. Volume 241.

Science.gov (United States)

1992-09-14

Phys. Rev. Letts., 58, 1987, p2 567. 4. Ypong-Eon Him, N.Otsuka. J.Kleni and Il~lorkoc .ppl. Phy3s. L.ett., 51. 1987, p20 13. .5. Akiko Gomiyo...559-563, June 1978. , - I I I II III ~ ll I I I IIIIfa 198 131 R. Yamamoto , A. Higashisaka, and F. Hasegawa. "Light Emission and Burnout...Appl. Phys. Left. 58, 65 (1991), and references therein. 4. H. Yamamoto , Z. Fang, and D. Look, Appl. Phys. Lett. 5Z, 1537 (1990), and references

A note on positive energy theorem for spaces with asymptotic SUSY compactification

International Nuclear Information System (INIS)

Dai Xianzhe

2005-01-01

We extend the higher dimensional positive mass theorem in [Dai, X., Commun. Math. Phys. 244, 335-345 (2004)] to the Lorentzian setting. This includes the original higher dimensional positive energy theorem whose spinor proof is given in [Witten, E., Commun. Math. Phys. 80, 381-402 (1981)] and [Parker, T., and Taubes, C., Commun. Math. Phys. 84, 223-238 (1982)] for dimension 4 and in [Zhang, X., J. Math. Phys. 40, 3540-3552 (1999)] for dimension 5

Academic Committee of the conference

International Nuclear Information System (INIS)

2016-01-01

A.I. Leont'ev (Chairman) - Academician of RAS, Bauman MSTU V.O. Gladyshev - Dr. Sci. (Phys., Math.), Head of NUK FN Bauman MSTU V.T. Kalugin - Dr.Sci. (Engineering), Head of NUK SM Bauman MSTU V.V. Selivanov - Dr.Sci. (Engineering), Professor, Head of Dept. SM-4, Bauman MSTU M.I. Kiselev - Dr. Sci. (Phys., Math.), Professor, Dept. MT-4, Bauman MSTU R.Z. Kavtaradze - Dr. Sci. (Engineering), Professor, Bauman MSTU V.N. Mel'nikov - Dr. Sci. (Phys., Math.), Professor, Head of the Centre of Gravitation and Fundamental Metrology, VNIIMS; Deputy director of the Institute of Gravitation and Cosmology, PFUR; President of RGS Ju.S. Vladimirov - Dr. Sci. (Phys., Math.), Professor, Lomonosov MSU D. V. Gal'cov - Dr. Sci. (Phys., Math.), Professor, Lomonosov MSU A.P. Efremov - Dr. Sci. (Phys., Math.), Professor, First Pro-Rector (Education), PFUR, Director of the Institute of Gravitation and Cosmology of PFUR Ju.P. Rybakov - Dr. Sci. (Phys., Math.), Professor, Head of Dept. of Theor. Physics and Mechanics, PFUR Ju.G. Rudoj - Dr. Sci. (Phys., Math.), Professor, Dept. of Theor. Physics and Mechanics, PFUR V.P. Vizgin - Dr. Sci. (Phys., Math.), Head of sector, S. Vavilov IHST, RAS V.L. Gvozdeckij - PhD, Head of Dept., Head of sector, S. Vavilov IHST, RAS G.Yu. Bogoslovsky - Dr. Sci. (Phys., Math.), Professor, Skobeltsyn Institute of Nuclear Physics, Lomonosov Moscow State University P. Fournier-Sikr - Dr., European Space Agency, France G.M. Webb - Prof., Commercial Space Technologies Ltd., London, United Kingdom P. Rowlands - Prof. University of Liverpool, Liverpool, United Kingdom M. Abishev - Prof., Al-Farabi Kazakh National University, Head of Theoretical and Nuclear Physics Department, Almaty, Kazakhstan E. Chubaryan - Prof., Yerevan State University, Head of Laboratory, Yerevan,Republic of Armenia A.V. Minkevich - Prof., Belarusian State University, Minsk, Belarus and Warmia and Mazury University in Olsztyn, Poland A.I. Zhuk - Prof., Odessa National University, Odessa, Ukraine

Reply to "Comment on `Particle path through a nested Mach-Zehnder interferometer' "

Science.gov (United States)

Griffiths, Robert B.

2018-02-01

While much of the technical analysis in the preceding Comment is correct, in the end it confirms the conclusion reached in my previous work [Phys. Rev. A 94, 032115 (2016), 10.1103/PhysRevA.94.032115]: A consistent histories analysis provides no support for the claim of counterfactual quantum communication put forward by Salih et al. [Phys. Rev. Lett. 110, 170502 (2013), 10.1103/PhysRevLett.110.170502].

Comment on “Diffusion of n-type dopants in germanium” [Appl. Phys. Rev. 1, 011301 (2014)

International Nuclear Information System (INIS)

Cowern, N. E. B.; Simdyankin, S.; Goss, J. P.; Napolitani, E.; De Salvador, D.; Bruno, E.; Mirabella, S.; Ahn, C.; Bennett, N. S.

2015-01-01

The authors of the above paper call into question recent evidence on the properties of self-interstitials, I, in Ge [Cowern et al., Phys. Rev. Lett. 110, 155501 (2013)]. We show that this judgment stems from invalid model assumptions during analysis of data on B marker-layer diffusion during proton irradiation, and that a corrected analysis fully supports the reported evidence. As previously stated, I-mediated self-diffusion in Ge exhibits two distinct regimes of temperature, T: high-T, dominated by amorphous-like mono-interstitial clusters—i-morphs—with self-diffusion entropy ≈30 k, and low-T, where transport is dominated by simple self-interstitials. In a transitional range centered on 475 °C both mechanisms contribute. The experimental I migration energy of 1.84 ± 0.26 eV reported by the Münster group based on measurements of self-diffusion during irradiation at 550 °C < T < 680 °C further establishes our proposed i-morph mechanism

Explicit formulas for the one-, two-, three-, and four-loop string amplitudes in the critical dimension

International Nuclear Information System (INIS)

Morozov, A.Y.

1987-01-01

The explicit formulas of Belavin et al. [JETP Lett. 43, 411 (1986); Phys. Lett. 168B, 201 (1986); Sov. Phys. JETP 64, 214 (1986)] for the string loop diagrams in the first-quantized string theory are compiled

Modern maths

CERN Multimedia

Thom,R

1974-01-01

Le Prof. R. Thom expose ses vues sur l'enseignement des mathématiques modernes et des mathémathiques de toujours. Il est un grand mathématicien et était professeur à Strasbourg; maintenant il est professeur de hautes études scientifiques et était invité par le Prof. Piaget à Genève

Quantum Matter : Life beyond symmetries

Indian Academy of Sciences (India)

Collaborators. •. Phys. Rev. Lett. 115, 116803 (2015). •. Phys. Rev. Lett. 115, 267209 (2015). •. Phys. Rev. B 93, 195143 (2016). •. arXiv: 1603.05109 (2016). References. • Y. B. Kim, U. Toronto. • K. Dhochak, ICTS. • S. Sanyal, ICTS. • A. Nanda, ICTS. Funding. •. SERB, Early Career Grant. •. MPI-Partner Group ...

Maths in Prison

Directory of Open Access Journals (Sweden)

Catherine Patricia Byrne

2015-08-01

Full Text Available I teach maths to all levels in an adult male remand prison in Ireland and am also studying for a PhD in maths in prison education in Dublin Institute of Technology (DIT. This paper describes recent initiatives piloted by maths teachers and school management to increase attendance, engagement and certification in maths. It assesses the effects of the initiatives and looks at future potential in this setting and in others. To set the paper in context, I begin by describing a typical day as a prison maths teacher.

The furrows of Rhinolophidae revisited

OpenAIRE

Vanderelst, Dieter; Jonas, Reijniers; Herbert, Peremans

2012-01-01

Rhinolophidae, a family of echolocating bats, feature very baroque noseleaves that are assumed to shape their emission beam. Zhuang & Muller (Zhuang & Muller 2006 Phys. Rev. Lett. 97, 218701 (doi:10.1103/PhysRevLett.97.218701); Zhuang & Muller 2007 Phys. Rev. E Stat. Nonlin. Soft Matter Phys. 76(Pt. 1), 051902 (doi:10.1103/PhysRevE.76.051902)) have proposed, based on finite element simulations, that the furrows present in the noseleaves of these bats act as resonance cavities. Using Rhinoloph...

Mothers, Intrinsic Math Motivation, Arithmetic Skills, and Math Anxiety in Elementary School

Science.gov (United States)

Daches Cohen, Lital; Rubinsten, Orly

2017-01-01

Math anxiety is influenced by environmental, cognitive, and personal factors. Yet, the concurrent relationships between these factors have not been examined. To this end, the current study investigated how the math anxiety of 30 sixth graders is affected by: (a) mother’s math anxiety and maternal behaviors (environmental factors); (b) children’s arithmetic skills (cognitive factors); and (c) intrinsic math motivation (personal factor). A rigorous assessment of children’s math anxiety was made by using both explicit and implicit measures. The results indicated that accessible self-representations of math anxiety, as reflected by the explicit self-report questionnaire, were strongly affected by arithmetic skills. However, unconscious cognitive constructs of math anxiety, as reflected by the numerical dot-probe task, were strongly affected by environmental factors, such as maternal behaviors and mothers’ attitudes toward math. Furthermore, the present study provided preliminary evidence of intergenerational transmission of math anxiety. The conclusions are that in order to better understand the etiology of math anxiety, multiple facets of parenting and children’s skills should be taken into consideration. Implications for researchers, parents, and educators are discussed. PMID:29180973

Mothers, Intrinsic Math Motivation, Arithmetic Skills, and Math Anxiety in Elementary School

Directory of Open Access Journals (Sweden)

Lital Daches Cohen

2017-11-01

Full Text Available Math anxiety is influenced by environmental, cognitive, and personal factors. Yet, the concurrent relationships between these factors have not been examined. To this end, the current study investigated how the math anxiety of 30 sixth graders is affected by: (a mother’s math anxiety and maternal behaviors (environmental factors; (b children’s arithmetic skills (cognitive factors; and (c intrinsic math motivation (personal factor. A rigorous assessment of children’s math anxiety was made by using both explicit and implicit measures. The results indicated that accessible self-representations of math anxiety, as reflected by the explicit self-report questionnaire, were strongly affected by arithmetic skills. However, unconscious cognitive constructs of math anxiety, as reflected by the numerical dot-probe task, were strongly affected by environmental factors, such as maternal behaviors and mothers’ attitudes toward math. Furthermore, the present study provided preliminary evidence of intergenerational transmission of math anxiety. The conclusions are that in order to better understand the etiology of math anxiety, multiple facets of parenting and children’s skills should be taken into consideration. Implications for researchers, parents, and educators are discussed.

Robust entangled qutrit states in atmospheric turbulence

CSIR Research Space (South Africa)

Brunner, T

2013-06-01

Full Text Available of two qubits. Phys. Rev. Lett., 80:2245–2248, 1998. [17] F. Mintert, M. Kus´, and A. Buchleitner. Concurrence of mixed bipartite quantum states in arbitrary dimensions. Phys. Rev. Lett., 92:167902, 2004. ...

International Conference on Indium Phosphide and Related Materials, Held in Cape Cod, Massachusetts, on 11 - 15 May 1997.

Science.gov (United States)

1998-01-14

used to induce the WSE. 8 I. Bar-Joseph, K. W. Goossen , J. M. Kuo, R. F. Kopf, D. A. B. Miller, and D. S. Chemla, IV. Summary Appl. Phys. Lett. 55, 340...epitaxy," Appl. Phys. Lett., Vol. 70, pp. 96-98, 2848, June 1992 January 1997 (2) K. W. Goossen , J. E. Cunningham, M. B. Santos, and (11) K. K Loi...References I Dallesasse J.M., Holonyack N., Sugg A.R., Richard T.A., El-Zein N., Appl. Phys. Lett. 57, (1990) 2844. 2 Huffaker D.L., Shin J., Deppe D.G

The relation between math self-concept, test and math anxiety, achievement motivation and math achievement in 12 to 14-year-old typically developing adolescents

OpenAIRE

Timmerman, H.L.; Toll, S.W.M.; van Luit, J.E.H.

2017-01-01

:This study examines the relation between math self-concept, test and math anxiety, achievement motivation, and math achievement in typically developing 12 to 14-year-old adolescents (N = 108) from a school for secondary education in the Netherlands. Data was obtained using a math speed test, achievement motivation test, and the math experience questionnaire. A significant positive correlation was found between math self-concept and math achievement in all four math domains (measurement, rela...

Magnetotransport in Two Dimensional Electron Systems Under Microwave Excitation and in Highly Oriented Pyrolytic Graphite

Science.gov (United States)

2012-01-01

Phys. Rev. Lett. 82, 2147 (1999). [89] Y. Zhang, Y. Tan, H. L. Stormer and P. Kim, Nature 438, 10 (2005). [90] J. W. McClure, Phys. Rev. 108, 612 (1957...Phys. 2, 595 (2006). [97] H. L. Stormer , J. P. Eisenstein, A. C. Gossard, W. Wiegmann, and K. Baldwin, Phys. Rev. Lett. 56, 85 (1985). [98] B. A...Sadowski, J. M. Schneider, and M. Potemski, J. Phys.: Cond. Matter 20, 454223 (2008). [108] W. Pan, J. S. Xia, H. L. Stormer , D. C. Tsui, C. L

Electronic structures of the F-terminated AlN nanoribbons

Indian Academy of Sciences (India)

2012-03-05

Mar 5, 2012 ... Province Education Department Natural Science Research Project, China (Grant No. 2011B510014). References. [1] L Brey and H A Fertig, Phys. Rev. B73, 235411 (2006). [2] Y W Son, M L Cohen and S G Louie, Phys. Rev. Lett. 97, 216803 (2006). [3] D A Abanin, P A Lee and L S Levitov, Phys. Rev. Lett.

On the dual symmetry between absorbing and amplifying random ...

Indian Academy of Sciences (India)

(Paris), 48, 527 (1987). [20] C Vanneste and P Sebbah, Phys. Rev. Lett. 87, 183903 (2001). P Sebbah and C Vanneste, Phys. Rev. B66, 144202 (2002). [21] X Jiang and C M Soukoulis, Phys. Rev. Lett. 85, 70 (2000). [22] M Ya Azbel, Solid State Commun. 45, 527 (1983). [23] J B Pendry, A Mackinnon and P J Roberts, Proc.

530 Saroj K Nayak and Ramakrishna Ramaswamy

Indian Academy of Sciences (India)

Catlow C R A Parker SC and Allen M P 1990 Computer Modeling of fluids, polymers and Solids (Kluwer. Academic Publishers). Dhar D 1990 Phys. Rev. Lett. 64 1613. Dhar D and Ramaswamy R 1989 Phys. Rev. Lett. 63 1659. Dutta P and Horn P M 1981 Rev. Mod. Phys. 53 497. Frank H S and Wen WY 1987 Discuss, ...

Impact of Duality Violations on Spectral Sum Rule analyses

International Nuclear Information System (INIS)

Cata, Oscar

2007-01-01

Recent sum rule analyses on the two-point correlator have led to significant discrepancies in the values found for the OPE condensates, most dramatically in the dimension eight condensate and to a lesser extent in the dimension six one [R. Barate et al., ALEPH Collaboration, Eur. Phys. J. C 4 (1998) 409; K. Ackerstaff et al., OPAL Collaboration, Eur. Phys. J. C 7 (1999) 571, (arXiv:hep-ex/9808019); S. Peris, B. Phily and E. de Rafael, Phys. Rev. Lett. 86 (2001) 14, (arXiv:hep-ph/0007338); S. Friot, D. Greynat and E. de Rafael, JHEP 0410 (2004) 043, (arXiv:hep-ph/0408281); M. Davier, L. Girlanda, A. Hocker and J. Stern, Phys. Rev. D 58 (1998) 096014, (arXiv:hep-ph/9802447); B.L. Ioffe and K.N. Zyablyuk, Nucl. Phys. A 687 (2001) 437, (arXiv:hep-ph/0010089). K.N. Zyablyuk, Eur. Phys. J. C 38 (2004) 215, (arXiv:hep-ph/0404230); J. Bijnens, E. Gamiz and J. Prades, JHEP 0110 (2001) 009, (arXiv:hep-ph/0108240); C.A. Dominguez and K. Schilcher, Phys. Lett. B 581 (2004) 193, (arXiv:hep-ph/0309285); J. Rojo and J. I. Latorre, JHEP 0401 (2004) 055, (arXiv:hep-ph/0401047); V. Cirigliano, E. Golowich and K. Maltman, Phys. Rev. D 68 (2003) 054013, (arXiv:hep-ph/0305118); S. Ciulli, C. Sebu, K. Schilcher and H. Spiesberger, Phys. Lett. B 595 (2004) 359, (arXiv:hep-ph/0312212). S. Narison, (arXiv:hep-ph/0412152)]. Precise knowledge of these condensates is of relevance in kaon decays [M. Knecht, S. Peris and E. de Rafael, Phys. Lett. B 457 (1999) 227, (arXiv:hep-ph/9812471); J.F. Donoghue and E. Golowich, Phys. Lett. B 478 (2000) 172, (arXiv:hep-ph/9911309); M. Knecht, S. Peris and E. de Rafael, Phys. Lett. B 508 (2001) 117, (arXiv:hep-ph/0102017)] and therefore it seems mandatory to assess the actual impact of what is commonly neglected in spectral sum rules, most prominently the issue of duality violations. We will explicitly compute them in a toy model and show that they are a priori non-negligible

Three-electron spin qubits

Science.gov (United States)

Russ, Maximilian; Burkard, Guido

2017-10-01

The goal of this article is to review the progress of three-electron spin qubits from their inception to the state of the art. We direct the main focus towards the exchange-only qubit (Bacon et al 2000 Phys. Rev. Lett. 85 1758-61, DiVincenzo et al 2000 Nature 408 339) and its derived versions, e.g. the resonant exchange (RX) qubit, but we also discuss other qubit implementations using three electron spins. For each three-spin qubit we describe the qubit model, the envisioned physical realization, the implementations of single-qubit operations, as well as the read-out and initialization schemes. Two-qubit gates and decoherence properties are discussed for the RX qubit and the exchange-only qubit, thereby completing the list of requirements for quantum computation for a viable candidate qubit implementation. We start by describing the full system of three electrons in a triple quantum dot, then discuss the charge-stability diagram, restricting ourselves to the relevant subsystem, introduce the qubit states, and discuss important transitions to other charge states (Russ et al 2016 Phys. Rev. B 94 165411). Introducing the various qubit implementations, we begin with the exchange-only qubit (DiVincenzo et al 2000 Nature 408 339, Laird et al 2010 Phys. Rev. B 82 075403), followed by the RX qubit (Medford et al 2013 Phys. Rev. Lett. 111 050501, Taylor et al 2013 Phys. Rev. Lett. 111 050502), the spin-charge qubit (Kyriakidis and Burkard 2007 Phys. Rev. B 75 115324), and the hybrid qubit (Shi et al 2012 Phys. Rev. Lett. 108 140503, Koh et al 2012 Phys. Rev. Lett. 109 250503, Cao et al 2016 Phys. Rev. Lett. 116 086801, Thorgrimsson et al 2016 arXiv:1611.04945). The main focus will be on the exchange-only qubit and its modification, the RX qubit, whose single-qubit operations are realized by driving the qubit at its resonant frequency in the microwave range similar to electron spin resonance. Two different types of two-qubit operations are presented for the exchange

Gender compatibility, math-gender stereotypes, and self-concepts in math and physics

Science.gov (United States)

Koul, Ravinder; Lerdpornkulrat, Thanita; Poondej, Chanut

2016-12-01

[This paper is part of the Focused Collection on Gender in Physics.] Positive self-assessment of ability in the quantitative domains is considered critical for student participation in science, technology, engineering, and mathematics field studies. The present study investigated associations of gender compatibility (gender typicality and contentedness) and math-gender stereotypes with self-concepts in math and physics. Statistical analysis of survey data was based on a sample of 170 male and female high school science students matched on propensity scores based on age and past GPA scores in math. Results of MANCOVA analyses indicated that the combination of high personal gender compatibility with low endorsement of math-gender stereotypes was associated with low gender differentials in math and physics self-concepts whereas the combination of high personal gender compatibility with high endorsement of math-gender stereotypes was associated with high gender differentials in math and physics self-concepts. These results contribute to the recent theoretical and empirical work on antecedents to the math and physics identities critical to achieving gender equity in STEM fields.

Security of quantum key distribution with a laser reference coherent state, resistant to loss in the communication channel

International Nuclear Information System (INIS)

Molotkov, S N; Potapova, T A

2015-01-01

The problem of quantum key distribution security in channels with large losses is still open. Quasi-single-photon sources of quantum states with losses in the quantum communication channel open up the possibility of attacking with unambiguous state discrimination (USD) measurements, resulting in a loss of privacy. In this letter, the problem is solved by counting the classic reference pulses. Conservation of the number of counts of intense coherent pulses makes it impossible to conduct USD measurements. Moreover, the losses in the communication channel are considered to be unknown in advance and are subject to change throughout the series parcels. Unlike other protocols, differential phase shift (Inoue et al 2002 Phys. Rev. Lett. 89 037902, Inoue et al 2003 Phys. Rev. A 68 022317, Takesue et al 2007 Nat. Photon. 1 343, Wen et al 2009 Phys. Rev. Lett. 103 170503) and coherent one way (Stucki et al 2005 Appl. Phys. Lett. 87 194108, Branciard et al 2005 Appl. Phys. Lett. 87 194108, Branciard et al 2008 New J. Phys. 10 013031, Stucki et al 2008 Opt. Express 17 13326), the simplicity of the protocol makes it possible to carry out a complete analysis of its security. (letter)

Multi-particle Anderson Localisation: Induction on the Number of Particles

International Nuclear Information System (INIS)

Chulaevsky, Victor; Suhov, Yuri

2009-01-01

This paper is a follow-up of our recent papers Chulaevsky and Suhov (Commun Math Phys 283:479-489, 2008) and Chulaevsky and Suhov (Commun Math Phys in press, 2009) covering the two-particle Anderson model. Here we establish the phenomenon of Anderson localisation for a quantum N-particle system on a lattice with short-range interaction and in presence of an IID external potential with sufficiently regular marginal cumulative distribution function (CDF). Our main method is an adaptation of the multi-scale analysis (MSA; cf. Froehlich and Spencer, Commun Math Phys 88:151-184, 1983; Froehlich et al., Commun Math Phys 101:21-46, 1985; von Dreifus and Klein, Commun Math Phys 124:285-299, 1989) to multi-particle systems, in combination with an induction on the number of particles, as was proposed in our earlier manuscript (Chulaevsky and Suhov 2007). Recently, Aizenman and Warzel (2008) proved spectral and dynamical localisation for N-particle lattice systems with a short-range interaction, using an extension of the Fractional-Moment Method (FMM) developed earlier for single-particle models in Aizenman and Molchanov (Commun Math Phys 157:245-278, 1993) and Aizenman et al. (Commun Math Phys 224:219-253, 2001) (see also references therein) which is also combined with an induction on the number of particles

A large class of solvable multistate Landau–Zener models and quantum integrability

Science.gov (United States)

Chernyak, Vladimir Y.; Sinitsyn, Nikolai A.; Sun, Chen

2018-06-01

The concept of quantum integrability has been introduced recently for quantum systems with explicitly time-dependent Hamiltonians (Sinitsyn et al 2018 Phys. Rev. Lett. 120 190402). Within the multistate Landau–Zener (MLZ) theory, however, there has been a successful alternative approach to identify and solve complex time-dependent models (Sinitsyn and Chernyak 2017 J. Phys. A: Math. Theor. 50 255203). Here we compare both methods by applying them to a new class of exactly solvable MLZ models. This class contains systems with an arbitrary number of interacting states and shows quick growth with N number of exact adiabatic energy crossing points, which appear at different moments of time. At each N, transition probabilities in these systems can be found analytically and exactly but complexity and variety of solutions in this class also grow with N quickly. We illustrate how common features of solvable MLZ systems appear from quantum integrability and develop an approach to further classification of solvable MLZ problems.

Generation of a quantum integrable class of discrete-time or relativistic periodic Toda chains

International Nuclear Information System (INIS)

Kundu, Anjan

1994-01-01

A new integrable class of quantum models representing a family of different discrete-time or relativistic generalisations of the periodic Toda chain (TC), including that of a recently proposed classical model close to TC [Lett. Math. Phys. 29 (1993) 165] is presented. All such models are shown to be obtainable from a single ancestor model at different realisations of the underlying quantised algebra. As a consequence the 2x2 Lax operators and the associated quantum R-matrices for these models are easily derived ensuring their quantum integrability. It is shown that the functional Bethe ansatz developed for the quantum TC is trivially generalised to achieve separation of variables also for the present models. ((orig.))

Maths in Prison

OpenAIRE

Catherine Patricia Byrne

2015-01-01

I teach maths to all levels in an adult male remand prison in Ireland and am also studying for a PhD in maths in prison education in Dublin Institute of Technology (DIT). This paper describes recent initiatives piloted by maths teachers and school management to increase attendance, engagement and certification in maths. It assesses the effects of the initiatives and looks at future potential in this setting and in others. To set the paper in context, I begin by describing a typical day as a ...

Maths in Prison

OpenAIRE

Byrne, Catherine; Carr, Michael

2015-01-01

I teach maths to all levels in an adult male remand prison in Ireland and am also studying for a PhD in maths in prison education in Dublin Institute of Technology (DIT). This paper describes recent initiatives piloted by maths teachers and school management to increase attendance, engagement and certification in maths. It assesses the effects of the initiatives and looks at future potential in this setting and in others. To set the paper in context, I begin by describing a typical day as a p...

PhysLink Physics and Astronomy online education and reference

CERN Document Server

The PhysLink.com is a comprehensive physics and astronomy online education, research and reference web site. In addition to providing high-quality content, PhysLink.com is a meeting place for professionals, students and other curious minds.

Advanced Math Equals Career Readiness. Math Works

Science.gov (United States)

Achieve, Inc., 2013

2013-01-01

The equation is simple: No matter their background, students who take challenging math courses in high school get better jobs and earn more money throughout their entire lives. This paper stresses that: (1) Higher-level math opens doors for any and all postsecondary programs and keeps it open for advancement beyond entry-level jobs; and (2)…

Comment on two papers of chaotic synchronization

International Nuclear Information System (INIS)

Li Lixiang; Peng Haipeng; Wang Xiangdong; Yang Yixian

2004-01-01

This Letter comments on two papers of chaotic synchronization, namely [Phys. Rev. Lett. 76 (1996) 1232] and [Phys. Lett. A 321 (2004) 50]. We find that some statements in the two papers are incorrect by numerical simulations. The consequence of the incorrectness is analyzed as well

Improved Analysis of GW150914 Using a Fully Spin-Precessing Waveform Model

NARCIS (Netherlands)

Abbott, B. P.; Abbott, R.; Abbott, T. D.; Abernathy, M. R.; Acernese, F.; Ackley, K.; Adams, C.; Phythian-Adams, A.T.; Addesso, P.; Adhikari, R. X.; Adya, V. B.; Affeldt, C.; Agathos, M.; Agatsuma, K.; Aggarwal, N.T.; Aguiar, O. D.; Aiello, L.; Ain, A.; Ajith, P.; Allen, B.; Allocca, A.; Altin, P. A.; Anderson, S. B.; Anderson, W. G.; Arai, K.; Araya, M. C.; Arceneaux, C. C.; Areeda, J. S.; Arnaud, N.; Arun, K. G.; Ascenzi, S.; Ashton, G.; Ast, M.; Aston, S. M.; Astone, P.; Aufmuth, P.; Aulbert, C.; Babak, S.; Bacon, P.; Bader, M. K. M.; Baker, P. T.; Baldaccini, F.; Ballardin, G.; Ballmer, S. W.; Barayoga, J. C.; Barclay, S. E.; Barish, B. C.; Barker, R.D.; Barone, F.; Barr, B.; Barsotti, L.; Barsuglia, M.; Barta, D.; Bartlett, J.; Bartos, I.; Bassiri, R.; Basti, A.; Batch, J. C.; Baune, C.; Bavigadda, V.; Bazzan, M.; Bejger, M.; Bell, A. S.; Berger, B. K.; Bergmann, G.; Berry, C. P. L.; Bersanetti, D.; Bertolini, A.; Betzwieser, J.; Bhagwat, S.; Bhandare, R.; Bilenko, I. A.; Billingsley, G.; Birch, M.J.; Birney, R.; Birnholtz, O.; Biscans, S.; Bisht, A.; Bitossi, M.; Biwer, C.; Bizouard, M. A.; Blackburn, J. K.; Blair, C. D.; Blair, D. G.; Blair, R. M.; Bloemen, A.L.S.; Bock, O.; Boer, M.; Bogaert, J.G.; Bogan, C.; Bohe, A.; Bond, T.C; Bondu, F.; Bonnand, R.; Boom, B. A.; Bork, R.; Boschi, V.; Bose, S.; Bouffanais, Y.; Bozzi, A.; Bradaschia, C.; Brady, P. R.; Braginsky, V. B.; Branchesi, M.; Brau, J. E.; Briant, T.; Brillet, A.; Brinkmann, M.; Brisson, V.; Brockill, P.; Broida, J. E.; Brooks, A. F.; Brown, A.D.; Brown, D.; Brown, N. M.; Brunett, S.; Buchanan, C. C.; Buikema, A.; Bulik, T.; Bulten, H. J.; Buonanno, A.; Buskulic, D.; Buy, C.; Byer, R. L.; Cabero, M.; Cadonati, L.; Cagnoli, G.; Cahillane, C.; Bustillo, J. Calderon; Callister, T. A.; Calloni, E.; Camp, J. B.; Cannon, K. C.; Cao, J.; Capano, C. D.; Capocasa, E.; Carbognani, F.; Caride, S.; Diaz, J. Casanueva; Casentini, J.; Caudill, S.; Cavaglia, M.; Cavalier, F.; Cavalieri, R.; Cella, G.; Cepeda, C. B.; Baiardi, L. Cerboni; Cerretani, G.; Cesarini, E.; Chamberlin, S. J.; Chan, M.; Chao, D. S.; Charlton, P.; Chassande-Mottin, E.; Cheeseboro, B. D.; Chen, H. Y.; Chen, Y; Cheng, C.; Chincarini, A.; Chiummo, A.; Cho, H. S.; Cho, M.; Chow, J. H.; Christensen, N.; Chu, Qian; Chua, S. E.; Chung, E.S.; Ciani, G.; Clara, F.; Clark, J. A.; Cleva, F.; Coccia, E.; Cohadon, P. -F.; Colla, A.; Collette, C. G.; Cominsky, L.; Constancio, M., Jr.; Conte, A.; Conti, L.; Cook, D.; Corbitt, T. R.; Cornish, N.; Corsi, A.; Cortese, S.; Costa, A.C.; Coughlin, M. W.; Coughlin, S. B.; Coulon, J. -P.; Countryman, S. T.; Couvares, P.; Cowan, E. E.; Coward, D. M.; Cowart, M. J.; Coyne, D. C.; Coyne, R.; Craig, K.; Creighton, J. D. E.; Cripe, J.; Crowder, S. G.; Cumming, A.; Cunningham, A.L.; Cuoco, E.; Dal Canton, T.; Danilishin, S. L.; D'Antonio, S.; Danzmann, K.; Darman, N. S.; Dasgupta, A.; Da Silva Costa, C. F.; Dattilo, V.; Dave, I.; Davier, M.; Davies, G. S.; Daw, E. J.; Day, R.; De, S.; Debra, D.; Debreczeni, G.; Degallaix, J.; De laurentis, M.; Deleglise, S.; Del Pozzo, W.; Denker, T.; Dent, T.; Dergachev, V.A.; Rosa, R.; DeRosa, R. T.; DeSalvo, R.; Devine, R. C.; Dhurandhar, S.; Diaz, M. C.; Di Fiore, L.; Giovanni, M.G.; Di Girolamo, T.; Di Lieto, A.; Di Pace, S.; Di Palma, I.; Di Virgilio, A.; Dolique, V.; Donovan, F.; Dooley, K. L.; Doravari, S.; Douglas, R.; Downes, T. P.; Drago, M.; Drever, R. W. P.; Driggers, J. C.; Ducrot, M.; Dwyer, S. E.; Edo, T. B.; Edwards, M. C.; Effler, A.; Eggenstein, H. -B.; Ehrens, P.; Eichholz, J.; Eikenberry, S. S.; Engels, W.; Essick, R. C.; Etienne, Z.; Etzel, T.; Evans, T. M.; Evans, T. M.; Everett, R.; Factourovich, M.; Fafone, V.; Fair, H.; Fairhurst, S.; Fan, X.M.; Fang, Q.; Farinon, S.; Farr, B.; Farr, W. M.; Fauchon-Jones, E. J.; Favata, M.; Fays, M.; Fehrmann, H.; Fejer, M. M.; Fenyvesi, E.; Ferrante, I.; Ferreira, E. C.; Ferrini, F.; Fidecaro, F.; Fiori, I.; Fiorucci, D.; Fisher, R. P.; Flaminio, R.; Fletcher, M; Fournier, J. -D.; Frasca, S.; Frasconi, F.; Frei, Z.; Freise, A.; Frey, R.; Frey, V.; Fritschel, P.; Frolov, V. V.; Fulda, P.; Fyffe, M.; Gabbard, H. A. G.; Gaebel, S. M.; Gair, J. R.; Gammaitoni, L.; Gaonkar, S. G.; Garufi, F.; Gaur, G.; Gehrels, N.; Gemme, G.; Geng, P.; Genin, E.; Gennai, A.; George, J.; Gergely, L.; Germain, V.; Ghosh, Abhirup; Ghosh, Archisman; Ghosh, S.; Giaime, J. A.; Giardina, K. D.; Giazotto, A.; Gill, K.P.; Glaefke, A.; Goetz, E.; Goetz, R.; Gondan, L.; Gonzalez, R.G.; Castro, J. M. Gonzalez; Gopakumar, A.; Gordon, N. A.; Gorodetsky, M. L.; Gossan, S. E.; Lee-Gosselin, M.; Gouaty, R.; Grado, A.; Graef, C.; Graff, P. B.; Granata, M.; Grant, A.; Gras, S.; Gray, C.M.; Greco, G.; Green, A. C.; Groot, P.; Grote, H.; Grunewald, S.; Guidi, G. M.; Guo, X.; Gupta, A.; Gupta, M. K.; Gushwa, K. E.; Gustafson, E. K.; Gustafson, R.; Hacker, J. J.; Buffoni-Hall, R.; Hall, E. D.; Hammond, G.L.; Haney, M.; Hanke, M. M.; Hanks, J.; Hanna, C.; Hannam, M. D.; Hanson, P.J.; Hardwick, T.; Harms, J.; Harry, G. M.; Harry, I. W.; Hart, M. J.; Hartman, M. T.; Haster, C. -J.; Haughian, K.; Healy, J.; Heidmann, A.; Heintze, M. C.; Heitmann, H.; Hello, P.; Hemming, G.; Hendry, M.; Heng, I. S.; Hennig, J.; Henry, J.A.; Heptonstall, A. W.; Heurs, M.; Hild, S.; Hoak, D.; Hofman, D.; Holt, K.; Holz, D. E.; Hopkins, P.; Hough, J.; Houston, E. A.; Howell, E. J.; Hu, Y. M.; Huang, S.; Huerta, E. A.; Huet, D.; Hughey, B.; Husa, S.; Huttner, S. H.; Huynh-Dinh, T.; Indik, N.; Ingram, D. R.; Inta, R.; Isa, H. N.; Isac, J. -M.; Isi, M.; Isogai, T.; Iyer, B. R.; Izumi, K.; Jacqmin, T.; Jang, D.H.; Jani, K.; Jaranowski, P.; Jawahar, S.; Jian, L.; Jimenez-Forteza, F.; Johnson, W.; Johnson-McDaniel, N. K.; Jones, I.D.; Jones, R.; Jonker, R. J. G.; Ju, L.; Haris, K.; Kalaghatgi, C. V.; Kalogera, V.; Kandhasamy, S.; Kang, G.H.; Kanner, J. B.; Kapadia, S. J.; Karki, S.; Karvinen, K. S.; Kasprzack, M.; Katsavounidis, E.; Katzman, W.; Kaufer, S.; Kaur, T.; Kawabe, K.; Kefelian, F.; Kehl, M. S.; Keitel, D.; Kelley, D. B.; Kells, W.; Kennedy, R.E.; Key, J. S.; Khalili, F. Y.; Khan, I.; Khan., S.; Khan, Z.; Khazanov, E. A.; Kijbunchoo, N.; Kim, Chi-Woong; Kim, Chunglee; Kim, J.; Kim, K.; Kim, Namjun; Kim, W.; Kim, Y.M.; Kimbrell, S. J.; King, E. J.; King, P. J.; Kissel, J. S.; Klein, B.; Kleybolte, L.; Klimenko, S.; Koehlenbeck, S. M.; Koley, S.; Kondrashov, V.; Kontos, A.; Korobko, M.; Korth, W. Z.; Kowalska, I.; Kozak, D. B.; Kringel, V.; Krolak, A.; Krueger, C.; Kuehn, G.; Kumar, P.; Kumar, R.; Kuo, L.; Kutynia, A.; Lackey, B. D.; Landry, M.; Lange, J.; Lantz, B.; Lasky, P. D.; Laxen, M.; Lazzarini, A.; Lazzaro, C.; Leaci, P.; Leavey, S.; Lebigot, E. O.; Lee, C.H.; Lee, K.H.; Lee, M.H.; Lee, K.; Lenon, A.; Leonardi, M.; Leong, J. R.; Leroy, N.; Letendre, N.; Levin, Y.; Lewis, J. B.; Li, T. G. F.; Libson, A.; Littenberg, T. B.; Lockerbie, N. A.; Lombardi, A. L.; London, L. T.; Lord, J. E.; Lorenzini, M.; Loriette, V.; Lormand, M.; Losurdo, G.; Lough, J. D.; Lousto, C. O.; Lovelace, G.; Lueck, H.; Lundgren, A. P.; Lynch, R.; Ma, Y.; Machenschalk, B.; MacInnis, M.; Macleod, D. M.; Magana-Sandoval, F.; Zertuche, L. Magana; Magee, R. M.; Majorana, E.; Maksimovic, I.; Malvezzi, V.; Man, N.; Mandic, V.; Mangano, V.; Mansell, G. L.; Manske, M.; Mantovani, M.; Marchesoni, F.; Marion, F.; Marka, S.; Markosyan, A. S.; Maros, E.; Martelli, F.; Martellini, L.; Martin, I. W.; Martynov, D. V.; Marx, J. N.; Mason, K.; Masserot, A.; Massinger, T. J.; Masso-Reid, M.; Mastrogiovanni, S.; Matichard, F.; Matone, L.; Mavalvala, N.; Mazumder, N.; McCarthy, R.; McClelland, D. E.; McCormick, S.; McGuire, S. C.; McIntyre, G.; McIver, J.; McManus, D. J.; McRae, T.; McWilliams, S. T.; Meacher, D.; Meadors, G. D.; Meidam, J.; Melatos, A.; Mendell, G.; Mercer, R. A.; Merilh, E. L.; Merzougui, M.; Meshkov, S.; Messenger, C.; Messick, C.; Metzdorff, R.; Meyers, P. M.; Mezzani, F.; Miao, H.; Michel, C.; Middleton, H.; Mikhailov, E. E.; Milano, L.; Miller, A. L.; Miller, A. L.; Miller, B.; Miller, J.; Millhouse, M.; Minenkov, Y.; Ming, J.; Mirshekari, S.; Mishra, C.; Mitra, S.; Mitrofanov, V. P.; Mitselmakher, G.; Mittleman, R.; Moggi, A.; Mohan, M.; Mohapatra, S. R. P.; Montani, M.; Moore, B.C.; Moore, J.C.; Moraru, D.; Gutierrez Moreno, M.; Morriss, S. R.; Mossavi, K.; Mours, B.; Mow-Lowry, C. M.; Mueller, G.; Muir, A. W.; Mukherjee, Arunava; Mukherjee, S.D.; Mukherjee, S.; Mukund, N.; Mullavey, A.; Munch, J.; Murphy, D. J.; Murray, P.G.; Mytidis, A.; Nardecchia, I.; Naticchioni, L.; Nayak, R. K.; Nedkova, K.; Nelemans, G.; Nelson, T. J. N.; Gutierrez-Neri, M.; Neunzert, A.; Newton-Howes, G.; Nguyen, T. T.; Nielsen, A. B.; Nissanke, S.; Nitz, A.; Nocera, F.; Nolting, D.; Normandin, M. E. N.; Nuttall, L. K.; Oberling, J.; Ochsner, E.; O'Dell, J.; Oelker, E.; Ogin, G. H.; Oh, J.; Oh, S. H.; Ohme, F.; Oliver, M. B.; Oppermann, P.; Oram, Richard J.; O'Reilly, B.; O'Shaughnessy, R.; Ottaway, D. J.; Overmier, H.; Owen, B. J.; Pai, A.; Pai, S. A.; Palamos, J. R.; Palashov, O.; Palomba, C.; Pal-Singh, A.; Pan, H.; Pankow, C.; Pannarale, F.; Pant, B. C.; Paoletti, F.; Paoli, A.; Papa, M. A.; Paris, H. R.; Parker, W.S; Pascucci, D.; Pasqualetti, A.; Passaquieti, R.; Passuello, D.; Patricelli, B.; Patrick, Z.; Pearlstone, B. L.; Pedraza, M.; Pedurand, R.; Pekowsky, L.; Pele, A.; Penn, S.; Perreca, A.; Perri, L. M.; Pfeiffer, H. P.; Phelps, M.; Piccinni, O. J.; Pichot, M.; Piergiovanni, F.; Pierro, V.; Pillant, G.; Pinard, L.; Pinto, I. M.; Pitkin, M.; Poe, M.; Poggiani, R.; Popolizio, P.; Post, A.; Powell, J.; Prasad, J.; Predoi, V.; Prestegard, T.; Price, L. R.; Prijatelj, M.; Principe, M.; Privitera, S.; Prix, R.; Prodi, G. A.; Prokhorov, L. G.; Puncken, O.; Punturo, M.; Puppo, P.; Puerrer, M.; Qi, H.; Qin, J.; Qiu, S.; Quetschke, V.; Quintero, E. A.; Quitzow-James, R.; Raab, F. J.; Rabeling, D. S.; Radkins, H.; Raffai, P.; Raja, S.; Rajan, C.; Rakhmanov, M.; Rapagnani, P.; Raymond, V.; Razzano, M.; Re, V.; Read, J.; Reed, C. M.; Regimbau, T.; Rei, L.; Reid, S.; Reitze, D. H.; Rew, H.; Reyes, S. D.; Ricci, F.; Riles, K.; Rizzo, D.M.; Robertson, N. A.; Robie, R.; Robinet, F.; Rocchi, A.; Rolland, L.; Rollins, J. G.; Roma, V. J.; Romano, R.; Romanov, G.; Romie, J. H.; Rosinska, D.; Rowan, S.; Ruediger, A.; Ruggi, P.; Ryan, K.A.; Sachdev, P.S.; Sadecki, T.; Sadeghian, L.; Sakellariadou, M.; Salconi, L.; Saleem, M.; Salemi, F.; Samajdar, A.; Sammut, L.; Sanchez, E. J.; Sandberg, V.; Sandeen, B.; Sanders, J. R.; Sassolas, B.; Sathyaprakash, B. S.; Saulson, P. R.; Sauter, O. E. S.; Savage, R. L.; Sawadsky, A.; Schale, P.; Schilling, R.; Schmidt, J; Schmidt, P.; Schnabel, R.B.; Schofield, R. M. S.; Schoebeck, A.; Schreiber, K.E.C.; Schuette, D.; Schutz, B. F.; Scott, J.; Scott, M.S.; Sellers, D.; Sengupta, A. S.; Sentenac, D.; Sequino, V.; Sergeev, A.; Setyawati, Y.; Shaddock, D. A.; Shaffer, T. J.; Shahriar, M. S.; Shaltev, M.; Shapiro, B.; Shawhan, P.; Sheperd, A.; Shoemaker, D. H.; Shoemaker, D. M.; Siellez, K.; Siemens, X.; Sieniawska, M.; Sigg, D.; Silva, António Dias da; Singer, A; Singer, L. P.; Singh, A.; Singh, R.; Singhal, A.; Sintes, A. M.; Slagmolen, B. J. J.; Smith, R. J. E.; Smith, N.D.; Smith, R. J. E.; Son, E. J.; Sorazu, B.; Sorrentino, F.; Souradeep, T.; Srivastava, A. K.; Staley, A.; Steinke, M.; Steinlechner, J.; Steinlechner, S.; Steinmeyer, D.; Stephens, B. C.; Stevenson-Moore, P.; Stone, J.R.; Strain, K. A.; Straniero, N.; Stratta, G.; Strauss, N. A.; Strigin, S. E.; Sturani, R.; Stuver, A. L.; Summerscales, T. Z.; Sun, L.; Sunil, S.; Sutton, P. J.; Swinkels, B. L.; Szczepanczyk, M. J.; Tacca, M.D.; Talukder, D.; Tanner, D. B.; Tapai, M.; Tarabrin, S. P.; Taracchini, A.; Taylor, W.R.; Theeg, T.; Thirugnanasambandam, M. P.; Thomas, E. G.; Thomas, M.; Thomas, P.; Thorne, K. A.; Thorne, K. S.; Thrane, E.; Tiwari, S.; Tiwari, V.; Tokmakov, K. V.; Toland, K.; Tomlinson, C.; Tonelli, M.; Tornasi, Z.; Torres, C. V.; Torrie, C. I.; Toyra, D.; Travasso, F.; Traylor, G.; Trifiro, D.; Tringali, M. C.; Trozzo, L.; Tse, M.; Turconi, M.; Tuyenbayev, D.; Ugolini, D.; Unnikrishnan, C. S.; Urban, A. L.; Usman, S. A.; Vahlbruch, H.; Vajente, G.; Valdes, G.; Vallisneri, M.; van Bakel, N.; van Beuzekom, M.G.; van den Brand, J. F. J.; Van Den Broeck, C.F.F.; Vander-Hyde, D. C.; van der Schaaf, L.; van der Sluys, M. V.; van Heijningen, J. V.; Vano-Vinuales, A.; van Veggel, A. A.; Vardaro, M.; Vass, S.; Vasuth, M.; Vaulin, R.; Vecchio, A.; Vedovato, G.; Veitch, J.; Veitch, P.J.; Venkateswara, K.; Verkindt, D.; Vetrano, F.; Vicere, A.; Vinciguerra, S.; Vine, D. J.; Vinet, J. -Y.; Vitale, S.; Vo, T.; Vocca, H.; Vorvick, C.; Voss, D. V.; Vousden, W. D.; Vyatchanin, S. P.; Wade, A. R.; Wade, L. E.; Wade, MT; Walker, M.; Wallace, L.; Walsh, S.; Wang, G.; Wang, H.; Wang, M.; Wang, X.; Wang, Y.; Ward, R. L.; Warner, J.; Was, M.; Weaver, B.; Wei, L. -W.; Weinert, M.; Weinstein, A. J.; Weiss, R.; Wen, L.M.; Wessels, P.; Westphal, T.; Wette, K.; Whelan, J. T.; Whiting, B. F.; Williams, D.R.; Williamson, A. R.; Willis, J. L.; Willke, B.; Wimmer, M. H.; Winkler, W.; Wipf, C. C.; Wittel, H.; Woan, G.; Woehler, J.; Worden, J.; Wright, J.L.; Wu, D.S.; Wu, G.; Yablon, J.; Yam, W.; Yamamoto, H.; Yancey, C. C.; Yu, H.; Yvert, M.; Zadrozny, A.; Zangrando, L.; Zanolin, M.; Zendri, J. -P.; Zevin, M.; Zhang, L.; Zhang, M.; Zhang, Y.; Zhao, C.; Zhou, M.; Zhou, Z.; Zhu, X. J.; Zucker, M. E.; Zuraw, S. E.; Zweizig, J.; Boyle, M.; Bruegmann, B.; Campanelli, M.; Chu, I.W.T.; Clark, M.; de Haas, R.; Hemberger, D.; Hinder, I.; Kidder, L. E.; Kinsey, M.; Laguna, P.; Ossokine, S.; Pan, Y.; Roever, C.; Scheel, M.; Szilagyi, B.; Teukolsky, S.; Zlochower, Y.

2016-01-01

This paper presents updated estimates of source parameters for GW150914, a binary black-hole coalescence event detected by the Laser Interferometer Gravitational-wave Observatory (LIGO) in 2015 [Abbott et al. Phys. Rev. Lett. 116, 061102 (2016).]. Abbott et al. [Phys. Rev. Lett. 116, 241102 (2016).

A Latent Profile Analysis of Math Achievement, Numerosity, and Math Anxiety in Twins

Science.gov (United States)

Hart, Sara A.; Logan, Jessica A. R.; Thompson, Lee; Kovas, Yulia; McLoughlin, Gráinne; Petrill, Stephen A.

2016-01-01

Underperformance in math is a problem with increasing prevalence, complex etiology, and severe repercussions. This study examined the etiological heterogeneity of math performance in a sample of 264 pairs of 12-year-old twins assessed on measures of math achievement, numerosity, and math anxiety. Latent profile analysis indicated 5 groupings of…

The Effectiveness of Using STAR Math to Improve PSSA Math Scores

Science.gov (United States)

Holub, Sherry L.

2017-01-01

This is a quantitative study examining whether STAR Math, a student monitoring system, can improve PSSA Math scores. The experimental school used STAR Math during the 2015-2016 school year in grouping students for remediation and intervention. The control school used traditional curriculum measures to group students for remediation and…

Advanced Math Course Taking: Effects on Math Achievement and College Enrollment

Science.gov (United States)

Byun, Soo-yong; Irvin, Matthew J.; Bell, Bethany A.

2015-01-01

Using data from the Educational Longitudinal Study of 2002-2006, the authors investigated the effects of advanced math course taking on math achievement and college enrollment and how such effects varied by socioeconomic status and race/ethnicity. Results from propensity score matching and sensitivity analyses showed that advanced math course…

Classical oscillator with position-dependent mass in a complex domain

International Nuclear Information System (INIS)

Ghosh, Subir; Modak, Sujoy Kumar

2009-01-01

We study complexified Harmonic Oscillator with a position-dependent mass, termed as Complex Exotic Oscillator (CEO). The complexification induces a gauge invariance [A.V. Smilga, J. Phys. A 41 (2008) 244026, (arXiv:0706.4064); A. Mostafazadeh, J. Math. Phys. 43 (2002) 205; A. Mostafazadeh, J. Math. Phys. 43 (2002) 2814; A. Mostafazadeh, J. Math. Phys. 43 (2002) 3944]. The role of PT-symmetry is discussed from the perspective of classical trajectories of CEO for real energy. Some trajectories of CEO are similar to those for the particle in a quartic potential in the complex domain [C.M. Bender, S. Boettcher, P.N. Meisinger, J. Math. Phys. 40 (1999) 2201; C.M. Bender, D.D. Holm, D. Hook, J. Phys. A 40 (2007) F793, (arXiv:0705.3893)

Affective and Motivational Factors Mediate the Relation between Math Skills and Use of Math in Everyday Life

Science.gov (United States)

Jansen, Brenda R. J.; Schmitz, Eva A.; van der Maas, Han L. J.

2016-01-01

This study focused on the use of math in everyday life (the propensity to recognize and solve quantitative issues in real life situations). Data from a Dutch nation-wide research on math among adults (N = 521) were used to investigate the question whether math anxiety and perceived math competence mediated the relationship between math skills and use of math in everyday life, taken gender differences into account. Results showed that women reported higher math anxiety, lower perceived math competence, and lower use of math in everyday life, compared to men. Women's skills were estimated at a lower level than men's. For both women and men, higher skills were associated with higher perceived math competence, which in turn was associated with more use of math in everyday life. Only for women, math anxiety also mediated the relation between math skills and use of math in everyday life. PMID:27148122

Affective and motivational factors mediate the relation between math skills and use of math in everyday life

Directory of Open Access Journals (Sweden)

Brenda RJ Jansen

2016-04-01

Full Text Available This study focused on the use of math in everyday life (the propensity to recognize and solve quantitative issues in real life situations. Data from a Dutch nation-wide research on math among adults (N = 521 were used to investigate the question whether math anxiety and perceived math competence mediated the relationship between math skills and use of math in everyday life, taken gender differences into account. Results showed that women reported higher math anxiety, lower perceived math competence, and lower use of math in everyday life, compared to men. Women's skills were estimated at a lower level than men's. For both women and men, higher skills were associated with higher perceived math competence, which in turn was associated with more use of math in everyday life. Only for women, math anxiety also mediated the relation between math skills and use of math in everyday life.

Math and Gender: Is Math a Route to a High-Powered Career?

DEFF Research Database (Denmark)

Joensen, Juanna Schrøter; Nielsen, Helena Skyt

There is a large gender gap in advanced math coursework in high school that many believe exists because girls are discouraged from taking math courses. In this paper, we exploit an institutional change that reduced the costs of acquiring advanced high school math to determine if access is, in fact......, the mechanism - in particular for girls at the top of the math ability distribution. By estimating marginal treatment effects of acquiring advanced math qualifications, we document substantial beneficial wage effects from encouraging even more females to opt for these qualifications. Our analysis suggests...... that the beneficial effect comes from accelerating graduation and attracting females to high-paid or traditionally male-dominated career tracks and to CEO positions. Our results may be reconciled with experimental and empirical evidence suggesting there is a pool of unexploited math talent among high ability girls...

Principals in Partnership with Math Coaches

Science.gov (United States)

Grant, Catherine Miles; Davenport, Linda Ruiz

2009-01-01

One of the most promising developments in math education is the fact that many districts are hiring math coaches--also called math resource teachers, math facilitators, math lead teachers, or math specialists--to assist elementary-level teachers with math instruction. What must not be lost, however, is that principals play an essential role in…

Counseling the Math Anxious

Science.gov (United States)

Tobias, Sheila; Donady, Bonnie

1977-01-01

Describes the rationale and mode of operations for a Math Clinic at Wellesley University and Wesleyan College where counselors and math specialists work together to combat "math anxiety," particularly in female students. (HMV)

Quantitative study of quasi-one-dimensional Bose gas experiments via the stochastic Gross-Pitaevskii equation

International Nuclear Information System (INIS)

Cockburn, S. P.; Gallucci, D.; Proukakis, N. P.

2011-01-01

The stochastic Gross-Pitaevskii equation is shown to be an excellent model for quasi-one-dimensional Bose gas experiments, accurately reproducing the in situ density profiles recently obtained in the experiments of Trebbia et al.[Phys. Rev. Lett. 97, 250403 (2006)] and van Amerongen et al.[Phys. Rev. Lett. 100, 090402 (2008)] and the density fluctuation data reported by Armijo et al.[Phys. Rev. Lett. 105, 230402 (2010)]. To facilitate such agreement, we propose and implement a quasi-one-dimensional extension to the one-dimensional stochastic Gross-Pitaevskii equation for the low-energy, axial modes, while atoms in excited transverse modes are treated as independent ideal Bose gases.

Reply to the comment by U. Leonhardt on “Aharonov-Bohm scattering of neutral atoms with induced electric dipole moments”

Science.gov (United States)

Audretsch, Jürgen; Skarzhinsky, Vladimir D.

1999-03-01

We reply to the comment of Leonhardt [Phys. Lett. A 253 (1999) 370] on our paper [Phys. Lett. A 241 (1998) 7]. The partial-wave approach can be adjusted to the Aharanov-Bohm scattering. For the scattering of neutral atoms, it enables the treatment of total absorption in a consistent way.

Epitaxial Growth, Surface, and Electronic Properties of Unconventional Semiconductors: RE-V/III-V Nanocomposites and Semiconducting Half Heusler Alloys

Science.gov (United States)

2014-09-01

10.1103/PhysRevLett.45.494. [2] D.C. Tsui, H.L. Stormer , and A.C. Gossard. Two-dimensional magnetotransport in the extreme quantum limit. Phys. Rev. Lett...5] R. Dingle, H. L. Stormer , A. C. Gossard, and W. Wiegmann. Electron mobil- ities in modulation-doped semiconductor heterojunction superlattices

GRE math tests

CERN Document Server

Kolby, Jeff

2014-01-01

Twenty-three GRE Math Tests! The GRE math section is not easy. There is no quick fix that will allow you to ""beat"" the section. But GRE math is very learnable. If you study hard and master the techniques in this book, your math score will improve--significantly! The GRE cannot be ""beaten."" But it can be mastered--through hard work, analytical thought, and by training yourself to think like a test writer. Many of the problems in this book are designed to prompt you to think like a test writer. For example, you will find ""Duals."" These are pairs of similar problems in which only one prop

On the Leaky Math Pipeline: Comparing Implicit Math-Gender Stereotypes and Math Withdrawal in Female and Male Children and Adolescents

Science.gov (United States)

Steffens, Melanie C.; Jelenec, Petra; Noack, Peter

2010-01-01

Many models assume that habitual human behavior is guided by spontaneous, automatic, or implicit processes rather than by deliberate, rule-based, or explicit processes. Thus, math-ability self-concepts and math performance could be related to implicit math-gender stereotypes in addition to explicit stereotypes. Two studies assessed at what age…

Marshall N. Rosenbluth Outstanding Doctoral Thesis Award Talk: The Ultrafast Nonlinear Response of Air Molecules and its Effect on Femtosecond Laser Plasma Filaments in Atmosphere

Science.gov (United States)

Chen, Yu-Hsin

2012-10-01

When exceeding the critical power Pcr, an intense laser pulse propagating in a gas collapses into one or multiple ``filaments,'' which can extend meters in length with weakly ionized plasma and local intensity ˜ 10^13 W/cm^2 radially confined in a diameter of 1995).[0pt] [2] A. Couairon and A. Mysyrowicz, Phys. Rep. 441, 47 (2007).[0pt] [3] V. Loriot et al., Opt. Express 17, 13429 (2009).[0pt] [4] P. B'ejot et al., Phys. Rev. Lett. 104, 103903 (2010).[0pt] [5] Y.-H. Chen et al., Opt. Express 15, 7458 (2007); Opt. Express 15, 11341 (2007).[0pt] [6] J. K. Wahlstrand et al., Phys. Rev. Lett. 107, 103901 (2011).[0pt] [7] Y.-H. Chen et al., Phys. Rev. Lett. 105, 215005 (2010).

Understanding the Home Math Environment and Its Role in Predicting Parent Report of Children's Math Skills.

Science.gov (United States)

Hart, Sara A; Ganley, Colleen M; Purpura, David J

2016-01-01

There is a growing literature concerning the role of the home math environment in children's math development. In this study, we examined the relation between these constructs by specifically addressing three goals. The first goal was to identify the measurement structure of the home math environment through a series of confirmatory factor analyses. The second goal was to examine the role of the home math environment in predicting parent report of children's math skills. The third goal was to test a series of potential alternative explanations for the relation between the home math environment and parent report of children's skills, specifically the direct and indirect role of household income, parent math anxiety, and parent math ability as measured by their approximate number system performance. A final sample of 339 parents of children aged 3 through 8 drawn from Mechanical Turk answered a questionnaire online. The best fitting model of the home math environment was a bifactor model with a general factor representing the general home math environment, and three specific factors representing the direct numeracy environment, the indirect numeracy environment, and the spatial environment. When examining the association of the home math environment factors to parent report of child skills, the general home math environment factor and the spatial environment were the only significant predictors. Parents who reported doing more general math activities in the home reported having children with higher math skills, whereas parents who reported doing more spatial activities reported having children with lower math skills.

Understanding the Home Math Environment and Its Role in Predicting Parent Report of Children's Math Skills.

Directory of Open Access Journals (Sweden)

Sara A Hart

Full Text Available There is a growing literature concerning the role of the home math environment in children's math development. In this study, we examined the relation between these constructs by specifically addressing three goals. The first goal was to identify the measurement structure of the home math environment through a series of confirmatory factor analyses. The second goal was to examine the role of the home math environment in predicting parent report of children's math skills. The third goal was to test a series of potential alternative explanations for the relation between the home math environment and parent report of children's skills, specifically the direct and indirect role of household income, parent math anxiety, and parent math ability as measured by their approximate number system performance. A final sample of 339 parents of children aged 3 through 8 drawn from Mechanical Turk answered a questionnaire online. The best fitting model of the home math environment was a bifactor model with a general factor representing the general home math environment, and three specific factors representing the direct numeracy environment, the indirect numeracy environment, and the spatial environment. When examining the association of the home math environment factors to parent report of child skills, the general home math environment factor and the spatial environment were the only significant predictors. Parents who reported doing more general math activities in the home reported having children with higher math skills, whereas parents who reported doing more spatial activities reported having children with lower math skills.

Reciprocal Relations among Motivational Frameworks, Math Anxiety, and Math Achievement in Early Elementary School

Science.gov (United States)

Gunderson, Elizabeth A.; Park, Daeun; Maloney, Erin A.; Beilock, Sian L.; Levine, Susan C.

2018-01-01

School-entry math achievement is a strong predictor of math achievement through high school. We asked whether reciprocal relations among math achievement, math anxiety, and entity motivational frameworks (believing that ability is fixed and a focus on performance) can help explain these persistent individual differences. We assessed 1st and 2nd…

The relation between math self-concept, test and math anxiety, achievement motivation and math achievement in 12 to 14-year-old typically developing adolescents

NARCIS (Netherlands)

Timmerman, H.L.; Toll, S.W.M.; van Luit, J.E.H.

2017-01-01

:This study examines the relation between math self-concept, test and math anxiety, achievement motivation, and math achievement in typically developing 12 to 14-year-old adolescents (N = 108) from a school for secondary education in the Netherlands. Data was obtained using a math speed test,

Using an Intelligent Tutor and Math Fluency Training to Improve Math Performance

Science.gov (United States)

Arroyo, Ivon; Royer, James M.; Woolf, Beverly P.

2011-01-01

This article integrates research in intelligent tutors with psychology studies of memory and math fluency (the speed to retrieve or calculate answers to basic math operations). It describes the impact of computer software designed to improve either strategic behavior or math fluency. Both competencies are key to improved performance and both…

Advanced Math: Closing the Equity Gap. Math Works

Science.gov (United States)

Achieve, Inc., 2013

2013-01-01

Minority and low-income students are less likely to have access to, enroll in and succeed in higher-level math courses in high school than their more advantaged peers. Under these circumstances, higher-level math courses function not as the intellectual and practical boost they should be, but as a filter that screens students out of the pathway to…

Role of the first coordination shell in determining the equilibrium structure and dynamics of simple liquids

DEFF Research Database (Denmark)

Toxværd, Søren; Dyre, J. C.

2011-01-01

. Lett. 103, 170601 (2009);10.1103/PhysRevLett.103.170601 J. Chem. Phys. 134, 214503 (2011)10.1063/1.3592709] . We present simulations of the standard Lennard-Jones liquid at several condensed-fluid state points, including a fairly low density state and a very high density state, as well as simulations...

The Role of Parental Math Anxiety and Math Attitude in Their Children's Math Achievement

Science.gov (United States)

Soni, Akanksha; Kumari, Santha

2017-01-01

The present study investigated the antecedents and consequences of children's math anxiety and math attitude. A total of 595 students aged 10 to 15 years (5th to 10th grades) and 1 parent of each (mother or father) participated in the study. The study was conducted in India, with the study sample drawn from schools in South-West Punjab. Math…

Math Safari.

Science.gov (United States)

Nelson, Vaunda; Stanko, Anne

1992-01-01

Describes Math Safari, a mathematical, scientific, geographic, informational adventure for fourth grade students. It integrates all curriculum areas and other skills by using information children must find in books to pose math problems about animals. It encourages cooperative learning, critical reading, analysis, and use of research skills. (SM)

Attentional Bias in Math Anxiety

Directory of Open Access Journals (Sweden)

Orly eRubinsten

2015-10-01

Full Text Available Cognitive theory from the field of general anxiety suggests that the tendency to display attentional bias toward negative information results in anxiety. Accordingly, the current study aims to investigate whether attentional bias is involved in math anxiety as well (i.e., a persistent negative reaction to math. Twenty seven participants (14 with high levels of math anxiety and 13 with low levels of math anxiety were presented with a novel computerized numerical version of the well established dot probe task. One of 6 types of prime stimuli, either math related or typically neutral, were presented on one side of a computer screen. The prime was preceded by a probe (either one or two asterisks that appeared in either the prime or the opposite location. Participants had to discriminate probe identity (one or two asterisks. Math anxious individuals reacted faster when the probe was at the location of the numerical related stimuli. This suggests the existence of attentional bias in math anxiety. That is, for math anxious individuals, the cognitive system selectively favored the processing of emotionally negative information (i.e., math related words. These findings suggest that attentional bias is linked to unduly intense math anxiety symptoms.

Math Performance as a Function of Math Anxiety and Arousal Performance Theory

Science.gov (United States)

Farnsworth, Donald M., Jr.

2009-01-01

While research continues to link increased math anxiety with reduced working memory, the exact nature of the relationship remains elusive. In addition, research regarding the extent of the impact math anxiety has on working memory is contradictory. This research clarifies the directional nature of math anxiety as it pertains to working memory, and…

Math Stuff

CERN Document Server

Pappas, Theoni

2002-01-01

Whether it's stuff in your kitchen or garden, stuff that powers your car or your body, stuff that helps you work, communicate or play, or stuff that you've never heard of you can bet that mathematics is there. MATH STUFF brings it all in the open in the Pappas style. Not many people think of mathematics as fascinating, exciting and invaluable. Yet Pappas writes about math ideas in such a way that conveys its often overlooked fascination, excitement, and worth. MATH STUFF deals with 38 topics in an non-threatening way that piques our curiosities. Open the book at random, and learn about such to

The Effects of the Elevate Math Summer Program on Math Achievement and Algebra Readiness. REL 2015-096

Science.gov (United States)

Snipes, Jason; Huang, Chun-Wei; Jaquet, Karina; Finkelstein, Neal

2015-01-01

The Effects of the Elevate Math summer program on math achievement and algebra readiness: This randomized trial examined the effects of the Elevate Math summer program on math achievement and algebra readiness, as well as math interest and self-efficacy, among rising 8th grade students in California's Silicon Valley. The Elevate Math summer math…

Precision measurements with atom interferometry

Science.gov (United States)

Schubert, Christian; Abend, Sven; Schlippert, Dennis; Ertmer, Wolfgang; Rasel, Ernst M.

2017-04-01

Interferometry with matter waves enables precise measurements of rotations, accelerations, and differential accelerations [1-5]. This is exploited for determining fundamental constants [2], in fundamental science as e.g. testing the universality of free fall [3], and is applied for gravimetry [4], and gravity gradiometry [2,5]. At the Institut für Quantenoptik in Hannover, different approaches are pursued. A large scale device is designed and currently being set up to investigate the gain in precision for gravimetry, gradiometry, and fundamental tests on large baselines [6]. For field applications, a compact and transportable device is being developed. Its key feature is an atom chip source providing a collimated high flux of atoms which is expected to mitigate systematic uncertainties [7,8]. The atom chip technology and miniaturization benefits from microgravity experiments in the drop tower in Bremen and sounding rocket experiments [8,9] which act as pathfinders for space borne operation [10]. This contribution will report about our recent results. The presented work is supported by the CRC 1227 DQ-mat, the CRC 1128 geo-Q, the RTG 1729, the QUEST-LFS, and by the German Space Agency (DLR) with funds provided by the Federal Ministry of Economic Affairs and Energy (BMWi) due to an enactment of the German Bundestag under Grant No. DLR 50WM1552-1557. [1] P. Berg et al., Phys. Rev. Lett., 114, 063002, 2015; I. Dutta et al., Phys. Rev. Lett., 116, 183003, 2016. [2] J. B. Fixler et al., Science 315, 74 (2007); G. Rosi et al., Nature 510, 518, 2014. [3] D. Schlippert et al., Phys. Rev. Lett., 112, 203002, 2014. [4] A. Peters et al., Nature 400, 849, 1999; A. Louchet-Chauvet et al., New J. Phys. 13, 065026, 2011; C. Freier et al., J. of Phys.: Conf. Series 723, 012050, 2016. [5] J. M. McGuirk et al., Phys. Rev. A 65, 033608, 2002; P. Asenbaum et al., arXiv:1610.03832. [6] J. Hartwig et al., New J. Phys. 17, 035011, 2015. [7] H. Ahlers et al., Phys. Rev. Lett. 116, 173601

Phys FilmMakers: teaching science students how to make YouTube-style videos

Science.gov (United States)

Coates, Rebecca L.; Kuhai, Alvina; Turlej, Laurence Z. J.; Rivlin, Tom; McKemmish, Laura K.

2018-01-01

Phys FilmMakers (PFM) is a new type of course in which a science expert and science communicator partner teach physics students how to make YouTube-style videos on cutting-edge scientific research within the university department. Here, we describe this new course, outline its key components and provide recommendations for others considering implementing a similar FilmMakers-style course using feedback from course tutors and students. We discuss successful and less successful teaching techniques as well as use our experience to identify areas that science students in particular often have difficulties: finding an interesting ‘hook’ for the video, imagining creative B-roll and making a succinct video by removing extraneous (though usually correct and often interesting) material. The course has two major components: workshop sessions in which students learn the key elements of film-making and independent video production where PFM students partner with senior PhD or post-doc researchers to produce a video on their research. This partnership with the department means that the videos produced serve not only as interesting ‘edutainment’ to encourage teenagers and young adults into Science, Technology, Engineering and Maths subjects, but also provide valuable outreach for the academic department.

High energy neutrinos from astrophysical accelerators of cosmic ray nuclei

Science.gov (United States)

Anchordoqui, Luis A.; Hooper, Dan; Sarkar, Subir; Taylor, Andrew M.

2008-02-01

Ongoing experimental efforts to detect cosmic sources of high energy neutrinos are guided by the expectation that astrophysical accelerators of cosmic ray protons would also generate neutrinos through interactions with ambient matter and/or photons. However, there will be a reduction in the predicted neutrino flux if cosmic ray sources accelerate not only protons but also significant numbers of heavier nuclei, as is indicated by recent air shower data. We consider plausible extragalactic sources such as active galactic nuclei, gamma ray bursts and starburst galaxies and demand consistency with the observed cosmic ray composition and energy spectrum at Earth after allowing for propagation through intergalactic radiation fields. This allows us to calculate the expected neutrino fluxes from the sources, normalized to the observed cosmic ray spectrum. We find that the likely signals are still within reach of next generation neutrino telescopes such as IceCube.PACS95.85.Ry98.70.Rz98.54.Cm98.54.EpReferencesFor a review, see:F.HalzenD.HooperRep. Prog. Phys.6520021025A.AchterbergIceCube CollaborationPhys. Rev. Lett.972006221101A.AchterbergIceCube CollaborationAstropart. Phys.262006282arXiv:astro-ph/0611063arXiv:astro-ph/0702265V.NiessANTARES CollaborationAIP Conf. Proc.8672006217I.KravchenkoPhys. Rev. D732006082002S.W.BarwickANITA CollaborationPhys. Rev. Lett.962006171101V.Van ElewyckPierre Auger CollaborationAIP Conf. Proc.8092006187For a survey of possible sources and event rates in km3 detectors see e.g.,W.BednarekG.F.BurgioT.MontaruliNew Astron. Rev.4920051M.D.KistlerJ.F.BeacomPhys. Rev. D742006063007A. Kappes, J. Hinton, C. Stegmann, F.A. Aharonian, arXiv:astro-ph/0607286.A.LevinsonE.WaxmanPhys. Rev. Lett.872001171101C.DistefanoD.GuettaE.WaxmanA.LevinsonAstrophys. J.5752002378F.A.AharonianL.A.AnchordoquiD.KhangulyanT.MontaruliJ. Phys. Conf. Ser.392006408J.Alvarez-MunizF.HalzenAstrophys. J.5762002L33F.VissaniAstropart. Phys.262006310F.W.SteckerC.DoneM.H.SalamonP.SommersPhys

Substrate Independence of THz Vibrational Modes of Polycrystalline Thin Films of Molecular Solids in Waveguide THz-TDS

Science.gov (United States)

2012-01-01

2001). 2J. Zhang and D. Grischkowsky, Opt. Lett. 19, 1617 (2004). 3J. S. Melinger, N. Laman , S. Sree Harsha, and D. Grischkowsky, Appl. Phys. Lett...89, 251110 (2006). 4N. Laman , S. Sree Harsha, D. Grischkowsky, and J. S. Melinger, Biophys. J. 94, 1010 (2008). 5N. Laman , S. Sree Harsha, and D...Grischkowsky, Appl. Spect. 62, 319 (2008). 6J. S. Melinger, N. Laman , and D. Grischkowsky, Appl. Phys. Lett. 93, 011102 (2008). 7J. S. Melinger, S. Sree

Quantum Tomography via Compressed Sensing: Error Bounds, Sample Complexity and Efficient Estimators (Open Access, Publisher’s Version)

Science.gov (United States)

2012-09-27

ultralong lifetimes and their tomographic state analysis Phys. Rev. Lett. 92 220402 [7] Resch K J, Walther P and Zeilinger A 2005 Full characterization...of a three-photon Greenberger– Horne– Zeilinger state using quantum state tomography Phys. Rev. Lett. 94 070402 [8] Häffner H et al 2005 Scalable...Iterative algorithm for reconstruction of entangled states Phys. Rev. A 63 040303 [74] Molina-Terriza G, Vaziri A, Řeháček J, Hradil Z and Zeilinger

Device-independent secret-key-rate analysis for quantum repeaters

Science.gov (United States)

Holz, Timo; Kampermann, Hermann; Bruß, Dagmar

2018-01-01

The device-independent approach to quantum key distribution (QKD) aims to establish a secret key between two or more parties with untrusted devices, potentially under full control of a quantum adversary. The performance of a QKD protocol can be quantified by the secret key rate, which can be lower bounded via the violation of an appropriate Bell inequality in a setup with untrusted devices. We study secret key rates in the device-independent scenario for different quantum repeater setups and compare them to their device-dependent analogon. The quantum repeater setups under consideration are the original protocol by Briegel et al. [Phys. Rev. Lett. 81, 5932 (1998), 10.1103/PhysRevLett.81.5932] and the hybrid quantum repeater protocol by van Loock et al. [Phys. Rev. Lett. 96, 240501 (2006), 10.1103/PhysRevLett.96.240501]. For a given repeater scheme and a given QKD protocol, the secret key rate depends on a variety of parameters, such as the gate quality or the detector efficiency. We systematically analyze the impact of these parameters and suggest optimized strategies.

Two-parametric PT-symmetric quartic family

International Nuclear Information System (INIS)

Eremenko, Alexandre; Gabrielov, Andrei

2012-01-01

We describe a parametrization of the real spectral locus of the two-parametric family of PT-symmetric quartic oscillators. For this family, we find a parameter region where all eigenvalues are real, extending the results of Dorey et al (2007 J. Phys. A: Math Theor. 40 R205–83) and Shin (2005 J. Phys. A: Math. Gen. 38 6147–66; 2002 Commun. Math. Phys. 229 543–64). (paper)

The Effects of Math Anxiety

Science.gov (United States)

Andrews, Amanda; Brown, Jennifer

2015-01-01

Math anxiety is a reoccurring problem for many students, and the effects of this anxiety on college students are increasing. The purpose of this study was to examine the association between pre-enrollment math anxiety, standardized test scores, math placement scores, and academic success during freshman math coursework (i.e., pre-algebra, college…

Early Math Interest and the Development of Math Skills

Science.gov (United States)

Fisher, Paige H.; Dobbs-Oates, Jennifer; Doctoroff, Greta L.; Arnold, David H.

2012-01-01

Prior models suggest that math attitudes and ability might strengthen each other over time in a reciprocal fashion (Ma, 1997). The current study investigated the relationship between math interest and skill both concurrently and over time in a preschool sample. Analyses of concurrent relationships indicated that high levels of interest were…

Classical Communication and Entanglement Cost in Preparing a Class of Multi-qubit States

International Nuclear Information System (INIS)

Pan Guixia; Liu Yimin; Zhang Zhanjun

2008-01-01

Recently, several similar protocols [J. Opt. B 4 (2002) 380; Phys. Lett. A 316 (2003) 159; Phys. Lett. A 355 (2006) 285; Phys. Lett. A 336 (2005) 317] for remotely preparing a class of multi-qubit states (i.e, α|0...0> + β|1...1>) were proposed, respectively. In this paper, by applying the controlled-not (CNOT) gate, a new simple protocol is proposed for remotely preparing such class of states. Compared to the previous protocols, both classical communication cost and required quantum entanglement in our protocol are remarkably reduced. Moreover, the difficulty of identifying some quantum states in our protocol is also degraded. Hence our protocol is more economical and feasible.

Cryptanalysis on a modified Baptista-type cryptosystem with chaotic masking algorithm

International Nuclear Information System (INIS)

Chen Yong; Liao Xiaofeng

2005-01-01

Based on chaotic masking algorithm, an enhanced Baptista-type cryptosystem is proposed by Li et al. to resist all known attacks [S. Li, X. Mou, Z. Ji, J. Zhang, Y. Cai, Phys. Lett. A 307 (2003) 22; S. Li, G. Chen, K.-W. Wong, X. Mou, Y. Cai, Phys. Lett. A 332 (2004) 368]. In this Letter, we show that the second class bit extracting function in [S. Li, X. Mou, Z. Ji, J. Zhang, Y. Cai, Phys. Lett. A 307 (2003) 22] still leak partial information on the current chaotic state and reduce the security of cryptosystem. So, this type bit extracting function is not a good candidate for the masking algorithm

Math

CERN Document Server

Robertson, William C

2006-01-01

Flummoxed by formulas? Queasy about equations? Perturbed by pi? Now you can stop cursing over calculus and start cackling over Math, the newest volume in Bill Robertson's accurate but amusing Stop Faking It! best sellers. As Robertson sees it, too many people view mathematics as a set of rules to be followed, procedures to memorize, and theorems to apply. This book focuses on the reasoning behind the rules, from math basics all the way up to a brief introduction to calculus.

Understanding the Home Math Environment and Its Role in Predicting Parent Report of Children’s Math Skills

Science.gov (United States)

Ganley, Colleen M.; Purpura, David J.

2016-01-01

There is a growing literature concerning the role of the home math environment in children’s math development. In this study, we examined the relation between these constructs by specifically addressing three goals. The first goal was to identify the measurement structure of the home math environment through a series of confirmatory factor analyses. The second goal was to examine the role of the home math environment in predicting parent report of children’s math skills. The third goal was to test a series of potential alternative explanations for the relation between the home math environment and parent report of children’s skills, specifically the direct and indirect role of household income, parent math anxiety, and parent math ability as measured by their approximate number system performance. A final sample of 339 parents of children aged 3 through 8 drawn from Mechanical Turk answered a questionnaire online. The best fitting model of the home math environment was a bifactor model with a general factor representing the general home math environment, and three specific factors representing the direct numeracy environment, the indirect numeracy environment, and the spatial environment. When examining the association of the home math environment factors to parent report of child skills, the general home math environment factor and the spatial environment were the only significant predictors. Parents who reported doing more general math activities in the home reported having children with higher math skills, whereas parents who reported doing more spatial activities reported having children with lower math skills. PMID:28005925

Improvements to laser wakefield accelerated electron beam stability, divergence, and energy spread using three-dimensional printed two-stage gas cell targets

International Nuclear Information System (INIS)

Vargas, M.; Schumaker, W.; He, Z.-H.; Zhao, Z.; Behm, K.; Chvykov, V.; Hou, B.; Krushelnick, K.; Maksimchuk, A.; Yanovsky, V.; Thomas, A. G. R.

2014-01-01

High intensity, short pulse lasers can be used to accelerate electrons to ultra-relativistic energies via laser wakefield acceleration (LWFA) [T. Tajima and J. M. Dawson, Phys. Rev. Lett. 43, 267 (1979)]. Recently, it was shown that separating the injection and acceleration processes into two distinct stages could prove beneficial in obtaining stable, high energy electron beams [Gonsalves et al., Nat. Phys. 7, 862 (2011); Liu et al., Phys. Rev. Lett. 107, 035001 (2011); Pollock et al., Phys. Rev. Lett. 107, 045001 (2011)]. Here, we use a stereolithography based 3D printer to produce two-stage gas targets for LWFA experiments on the HERCULES laser system at the University of Michigan. We demonstrate substantial improvements to the divergence, pointing stability, and energy spread of a laser wakefield accelerated electron beam compared with a single-stage gas cell or gas jet target

Improvements to laser wakefield accelerated electron beam stability, divergence, and energy spread using three-dimensional printed two-stage gas cell targets

Energy Technology Data Exchange (ETDEWEB)

Vargas, M.; Schumaker, W.; He, Z.-H.; Zhao, Z.; Behm, K.; Chvykov, V.; Hou, B.; Krushelnick, K.; Maksimchuk, A.; Yanovsky, V.; Thomas, A. G. R., E-mail: agrt@umich.edu [Center for Ultrafast Optical Science, University of Michigan, Ann Arbor, Michigan 48109 (United States)

2014-04-28

High intensity, short pulse lasers can be used to accelerate electrons to ultra-relativistic energies via laser wakefield acceleration (LWFA) [T. Tajima and J. M. Dawson, Phys. Rev. Lett. 43, 267 (1979)]. Recently, it was shown that separating the injection and acceleration processes into two distinct stages could prove beneficial in obtaining stable, high energy electron beams [Gonsalves et al., Nat. Phys. 7, 862 (2011); Liu et al., Phys. Rev. Lett. 107, 035001 (2011); Pollock et al., Phys. Rev. Lett. 107, 045001 (2011)]. Here, we use a stereolithography based 3D printer to produce two-stage gas targets for LWFA experiments on the HERCULES laser system at the University of Michigan. We demonstrate substantial improvements to the divergence, pointing stability, and energy spread of a laser wakefield accelerated electron beam compared with a single-stage gas cell or gas jet target.

Understand electrical and electronics maths

CERN Document Server

Bishop, Owen

1993-01-01

Understand Electrical and Electronics Maths covers elementary maths and the aspects of electronics. The book discusses basic maths including quotients, algebraic fractions, logarithms, types of equations and balancing of equations. The text also describes the main features and functions of graphs and the solutions to simpler types of electronics problems. The book then tackles the applications of polar coordinates in electronics, limits, differentiation and integration, and the applications of maths of rates of change in electronics. The activities of an electronic circuit; techniques of math

Dynamical Quantum Correlations of Ising Models on an Arbitrary Lattice and Their Resilience to Decoherence

Science.gov (United States)

2013-01-01

transition in itinerant electron systems. Phys. Rev. Lett., 95:177201, 2005. [19] Diehl S, Micheli A, Kantian A, Kraus B, Büchler H P, and Zoller P...strongly driven open xxz chain. Phys. Rev. Lett., 107:137201, 2011. [21] Kraus B, Büchler H P, Diehl S, Kantian A, Micheli A, and Zoller P. Preparation

Simulation of a quantum NOT gate for a single qutrit system

Indian Academy of Sciences (India)

[15] J C Howell, A Lamas-Linares and D Bouwmeester, Phys. Rev. Lett. 88, 030401 (2002). [16] K Tsujino et al, Phys. Rev. Lett. 92, 153602 (2004). [16a] If the modes a and b are excessively populated by photons, the system can become very unstable indicating the strong presence of decoherence that will deteriorate the ...

Flight Software Math Library

Science.gov (United States)

McComas, David

2013-01-01

The flight software (FSW) math library is a collection of reusable math components that provides typical math utilities required by spacecraft flight software. These utilities are intended to increase flight software quality reusability and maintainability by providing a set of consistent, well-documented, and tested math utilities. This library only has dependencies on ANSI C, so it is easily ported. Prior to this library, each mission typically created its own math utilities using ideas/code from previous missions. Part of the reason for this is that math libraries can be written with different strategies in areas like error handling, parameters orders, naming conventions, etc. Changing the utilities for each mission introduces risks and costs. The obvious risks and costs are that the utilities must be coded and revalidated. The hidden risks and costs arise in miscommunication between engineers. These utilities must be understood by both the flight software engineers and other subsystem engineers (primarily guidance navigation and control). The FSW math library is part of a larger goal to produce a library of reusable Guidance Navigation and Control (GN&C) FSW components. A GN&C FSW library cannot be created unless a standardized math basis is created. This library solves the standardization problem by defining a common feature set and establishing policies for the library s design. This allows the libraries to be maintained with the same strategy used in its initial development, which supports a library of reusable GN&C FSW components. The FSW math library is written for an embedded software environment in C. This places restrictions on the language features that can be used by the library. Another advantage of the FSW math library is that it can be used in the FSW as well as other environments like the GN&C analyst s simulators. This helps communication between the teams because they can use the same utilities with the same feature set and syntax.

Short-cut math

CERN Document Server

Kelly, Gerard W

1984-01-01

Clear, concise compendium of about 150 time-saving math short-cuts features faster, easier ways to add, subtract, multiply, and divide. Each problem includes an explanation of the method. No special math ability needed.

Solving America's Math Problem

Science.gov (United States)

Vigdor, Jacob

2013-01-01

Concern about students' math achievement is nothing new, and debates about the mathematical training of the nation's youth date back a century or more. In the early 20th century, American high-school students were starkly divided, with rigorous math courses restricted to a college-bound elite. At midcentury, the "new math" movement sought,…

Teaching Math Their Way.

Science.gov (United States)

Tankersley, Karen

1993-01-01

Teachers at a K-8 urban school in Phoenix, Arizona, worked to develop an effective math program that generated student interest and positive self-esteem. They eventually set aside classroom and large enclosed porch area to house math manipulative lab, where children could learn new concepts at concrete level. Results are excitement about math and…

Nurses' maths: researching a practical approach.

Science.gov (United States)

Wilson, Ann

To compare a new practical maths test with a written maths test. The tests were undertaken by qualified nurses training for intravenous drug administration, a skill dependent on maths accuracy. The literature showed that the higher education institutes (HEIs) that provide nurse training use traditional maths tests, a practical way of testing maths had not been described. Fifty five nurses undertook two maths tests based on intravenous drug calculations. One was a traditional written test. The second was a new type of test using a simulated clinical environment. All participants were also interviewed one week later to ascertain their thoughts and feelings about the tests. There was a significant improvement in maths test scores for those nurses who took the practical maths test first. It is suggested that this is because it improved their conceptualisation skills and thus helped them to achieve accuracy in their calculations. Written maths tests are not the best way to help and support nurses in acquiring and improving their maths skills and should be replaced by a more practical approach.

Matrix superpotentials and superintegrable systems for arbitrary spin

International Nuclear Information System (INIS)

Nikitin, A G

2012-01-01

A countable set of quantum superintegrable systems for arbitrary spin is solved explicitly using tools of supersymmetric quantum mechanics. It is shown that these systems (introduced by Pronko (2007 J. Phys. A: Math. Theor. 40 13331)) are special cases of models with shape invariant effective potentials that have recently been classified in Nikitin and Karadzhov (2011 J. Phys. A: Math. Theor. 44 305204, 2011 J. Phys. A: Math. Theor. 44 445202). (paper)

Math Anxiety and Math Performance in Children: The Mediating Roles of Working Memory and Math Self-Concept

Science.gov (United States)

Justicia-Galiano, M. José; Martín-Puga, M. Eva; Linares, Rocío; Pelegrina, Santiago

2017-01-01

Background: Numerous studies, most of them involving adolescents and adults, have evidenced a moderate negative relationship between math anxiety and math performance. There are, however, a limited number of studies that have addressed the mechanisms underlying this relation. Aims: This study aimed to investigate the role of two possible…

On the relationship between math anxiety and math achievement in early elementary school: The role of problem solving strategies.

Science.gov (United States)

Ramirez, Gerardo; Chang, Hyesang; Maloney, Erin A; Levine, Susan C; Beilock, Sian L

2016-01-01

Even at young ages, children self-report experiencing math anxiety, which negatively relates to their math achievement. Leveraging a large dataset of first and second grade students' math achievement scores, math problem solving strategies, and math attitudes, we explored the possibility that children's math anxiety (i.e., a fear or apprehension about math) negatively relates to their use of more advanced problem solving strategies, which in turn relates to their math achievement. Our results confirm our hypothesis and, moreover, demonstrate that the relation between math anxiety and math problem solving strategies is strongest in children with the highest working memory capacity. Ironically, children who have the highest cognitive capacity avoid using advanced problem solving strategies when they are high in math anxiety and, as a result, underperform in math compared with their lower working memory peers. Copyright © 2015 Elsevier Inc. All rights reserved.

Is math anxiety in the secondary classroom limiting physics mastery? A study of math anxiety and physics performance

Science.gov (United States)

Mercer, Gary J.

This quantitative study examined the relationship between secondary students with math anxiety and physics performance in an inquiry-based constructivist classroom. The Revised Math Anxiety Rating Scale was used to evaluate math anxiety levels. The results were then compared to the performance on a physics standardized final examination. A simple correlation was performed, followed by a multivariate regression analysis to examine effects based on gender and prior math background. The correlation showed statistical significance between math anxiety and physics performance. The regression analysis showed statistical significance for math anxiety, physics performance, and prior math background, but did not show statistical significance for math anxiety, physics performance, and gender.

Three brief assessments of math achievement.

Science.gov (United States)

Steiner, Eric T; Ashcraft, Mark H

2012-12-01

Because of wide disparities in college students' math knowledge-that is, their math achievement-studies of cognitive processing in math tasks also need to assess their individual level of math achievement. For many research settings, however, using existing math achievement tests is either too costly or too time consuming. To solve this dilemma, we present three brief tests of math achievement here, two drawn from the Wide Range Achievement Test and one composed of noncopyrighted items. All three correlated substantially with the full achievement test and with math anxiety, our original focus, and all show acceptable to excellent reliability. When lengthy testing is not feasible, one of these brief tests can be substituted.

Math Anxiety and Math Ability in Early Primary School Years

Science.gov (United States)

Krinzinger, Helga; Kaufmann, Liane; Willmes, Klaus

2009-01-01

Mathematical learning disabilities (MLDs) are often associated with math anxiety, yet until now, very little is known about the causal relations between calculation ability and math anxiety during early primary school years. The main aim of this study was to longitudinally investigate the relationship between calculation ability, self-reported…

Minimal knotted polygons in cubic lattices

International Nuclear Information System (INIS)

Van Rensburg, E J Janse; Rechnitzer, A

2011-01-01

In this paper we examine numerically the properties of minimal length knotted lattice polygons in the simple cubic, face-centered cubic, and body-centered cubic lattices by sieving minimal length polygons from a data stream of a Monte Carlo algorithm, implemented as described in Aragão de Carvalho and Caracciolo (1983 Phys. Rev. B 27 1635), Aragão de Carvalho et al (1983 Nucl. Phys. B 215 209) and Berg and Foester (1981 Phys. Lett. B 106 323). The entropy, mean writhe, and mean curvature of minimal length polygons are computed (in some cases exactly). While the minimal length and mean curvature are found to be lattice dependent, the mean writhe is found to be only weakly dependent on the lattice type. Comparison of our results to numerical results for the writhe obtained elsewhere (see Janse van Rensburg et al 1999 Contributed to Ideal Knots (Series on Knots and Everything vol 19) ed Stasiak, Katritch and Kauffman (Singapore: World Scientific), Portillo et al 2011 J. Phys. A: Math. Theor. 44 275004) shows that the mean writhe is also insensitive to the length of a knotted polygon. Thus, while these results for the mean writhe and mean absolute writhe at minimal length are not universal, our results demonstrate that these values are quite close the those of long polygons regardless of the underlying lattice and length

Dr Math at your service

CSIR Research Space (South Africa)

Butgereit, L

2012-10-01

Full Text Available In this presentation the author explains how the Dr Math service works; how tutors are recruited to act as Dr Math; and how school pupils can reach Dr Math for help with their mathematics homework....

The Production and Study of Cold Antiprotons and Antihydrogen

Science.gov (United States)

2015-08-03

Grafström, R. Hagel- berg, G. Kessler, and et al ., Phys. Lett. B 237, 303 (1990). [8] C. Zimmermann and T. Hänsch, Hyperfine Interact. 76, 47 (1993). [9...C. Parthey, A. Matveev, J. Alnis, B. Bernhardt, A. Beyer, R. Holzwarth, A. Maistrou, R. Pohl, K. Pre- dehl, T. Udem, T. Wilken, N. Kolachevsky, et al ...D. Lett, R. N. Watts, C. I. Westbrook, W. D. Phillips, P. L. Gould , and H. J. Metcalf, Phys. Rev. Lett. 61, 169 ( 1988 ). [15] J. Walz and T. Hänsch

GRE math workbook

CERN Document Server

Madore, Blair

2015-01-01

Reflective of the current GRE, this third edition includes a description of the General Math Exam explaining structure, questions types, and scoring, strategies for problem solving, two full-length math sample sections structured to reflect the actual exam, answers thoroughly explained, and more.

Nonholonomic deformation of generalized KdV-type equations

International Nuclear Information System (INIS)

Guha, Partha

2009-01-01

Karasu-Kalkani et al (2008 J. Math. Phys. 49 073516) recently derived a new sixth-order wave equation KdV6, which was shown by Kupershmidt (2008 Phys. Lett. 372A 2634) to have an infinite commuting hierarchy with a common infinite set of conserved densities. Incidentally, this equation was written for the first time by Calogero and is included in the book by Calogero and Degasperis (1982 Lecture Notes in Computer Science vol 144 (Amsterdam: North-Holland) p 516). In this paper, we give a geometric insight into the KdV6 equation. Using Kirillov's theory of coadjoint representation of the Virasoro algebra, we show how to obtain a large class of KdV6-type equations equivalent to the original equation. Using a semidirect product extension of the Virasoro algebra, we propose the nonholonomic deformation of the Ito equation. We also show that the Adler-Kostant-Symes scheme provides a geometrical method for constructing nonholonomic deformed integrable systems. Applying the Adler-Kostant-Symes scheme to loop algebra, we construct a new nonholonomic deformation of the coupled KdV equation.

III-Nitride, SiC and Diamond Materials for Electronic Devices. Symposium Held April 8-12 1996, San Francisco, California, U.S.A. Volume 423.

Science.gov (United States)

1996-12-01

Haustein , J. J. Song, and B. Goldenberg, Appl. Phys. Lett. 66, 3492 (1995). 11. Y. Koide, H. Itoh, M. R. Khan, K. Hiramtu, N. Sawaki, and 1. Akasaki, J...12]. Herman Lock and Gary E. Maciel, J. Mater. Res. 7 (10), 2791-7 (1992). [13]. M. Hoinkis, E. D. Tober, R. L. White etal., Appl. Phys. Lett. 61...Chem. Solids, 25, 1369 (1964). [2] L.Kleinman and J. C. Phillips, Phys. Rev. 116, 880 (1959); F. Herman , idid. 93, 1214 (1954). [3] L.Kleinman and J

An Algebraic Construction of Duality Functions for the Stochastic {U_q( A_n^{(1)})} Vertex Model and Its Degenerations

Science.gov (United States)

Kuan, Jeffrey

2018-03-01

A recent paper (Kuniba in Nucl Phys B 913:248-277, 2016) introduced the stochastic U}_q(A_n^{(1)})} vertex model. The stochastic S-matrix is related to the R-matrix of the quantum group {U_q(A_n^{(1)})} by a gauge transformation. We will show that a certain function {D^+_{m intertwines with the transfer matrix and its space reversal. When interpreting the transfer matrix as the transition matrix of a discrete-time totally asymmetric particle system on the one-dimensional lattice Z , the function {D^+m} becomes a Markov duality function {Dm} which only depends on q and the vertical spin parameters μ_x. By considering degenerations in the spectral parameter, the duality results also hold on a finite lattice with closed boundary conditions, and for a continuous-time degeneration. This duality function had previously appeared in a multi-species ASEP(q, j) process (Kuan in A multi-species ASEP(q, j) and q-TAZRP with stochastic duality, 2017). The proof here uses that the R-matrix intertwines with the co-product, but does not explicitly use the Yang-Baxter equation. It will also be shown that the stochastic U}_q(A_n^{(1)})} is a multi-species version of a stochastic vertex model studied in Borodin and Petrov (Higher spin six vertex model and symmetric rational functions, 2016) and Corwin and Petrov (Commun Math Phys 343:651-700, 2016). This will be done by generalizing the fusion process of Corwin and Petrov (2016) and showing that it matches the fusion of Kulish and yu (Lett Math Phys 5:393-403, 1981) up to the gauge transformation. We also show, by direct computation, that the multi-species q-Hahn Boson process (which arises at a special value of the spectral parameter) also satisfies duality with respect to D_∞, generalizing the single-species result of Corwin (Int Math Res Not 2015:5577-5603, 2015).

Mathematics anxiety: separating the math from the anxiety.

Science.gov (United States)

Lyons, Ian M; Beilock, Sian L

2012-09-01

Anxiety about math is tied to low math grades and standardized test scores, yet not all math-anxious individuals perform equally poorly in math. We used functional magnetic resonance imaging to separate neural activity during the anticipation of doing math from activity during math performance itself. For higher (but not lower) math-anxious individuals, increased activity in frontoparietal regions when simply anticipating doing math mitigated math-specific performance deficits. This network included bilateral inferior frontal junction, a region involved in cognitive control and reappraisal of negative emotional responses. Furthermore, the relation between frontoparietal anticipatory activity and highly math-anxious individuals' math deficits was fully mediated (or accounted for) by activity in caudate, nucleus accumbens, and hippocampus during math performance. These subcortical regions are important for coordinating task demands and motivational factors during skill execution. Individual differences in how math-anxious individuals recruit cognitive control resources prior to doing math and motivational resources during math performance predict the extent of their math deficits. This work suggests that educational interventions emphasizing control of negative emotional responses to math stimuli (rather than merely additional math training) will be most effective in revealing a population of mathematically competent individuals, who might otherwise go undiscovered.

Organizing Committee of the Conference

International Nuclear Information System (INIS)

2016-01-01

A.A. Aleksandrov (Chairman) - Dr.Sci. (Engineering), Professor, Rector of Bauman MSTU V.N. Zimin - Dr.Sci. (Engineering), First Pro-Rector (Research), Bauman MSTU V.O. Gladyshev - Dr. Sci. (Phys., Math.), Head of NUK FN, Bauman MSTU V.T. Kalugin - Dr. Sci. (Engineering), Head of NUK SM, Bauman MSTU A.N. Morozov - Dr. Sci. (Phys., Math.), Professor, Head of Dept. FN-4, Bauman MSTU Ju.I. Dimitrienko - Dr. Sci. (Phys., Math.), Professor, Head of Dept. FN-11, Bauman MSTU L.P. Orlenko - Dr. Sci. (Engineering), Professor, Dept. SM-4, Bauman MSTU V.V. Zelencov - PhD (Engineering), lecturer, Dept. SM-6, Bauman MSTU V.N. Mel'nikov - Dr. Sci. (Phys., Math.), Professor, Head of the Centre of Gravitation and Fundamental Metrology, VNIIMS; Deputy director of the Institute of Gravitation and Cosmology, PFUR; President of RGS K.A. Bronnikov - Dr. Sci. (Phys., Math.), Chief researcher, Centre of Gravitation and Fundamental Metrology, VNIIMS; Professor Institute of Gravitation and Cosmology, PFUR N.N. Sysoev - Dr. Sci. (Phys., Math.), Professor, Dean of the Faculty of Physics of Lomonosov Moscow State University Ju.V. Gerasimov - PhD (Engineering), lecturer, Dept. Of Physics, Bauman MSTU P.N. Antonyuk - PhD (Engineering), Dept. FN-11, Bauman MSTU - Scientific Secretary of the conference A.P. Fournier-Sikr - Dr., European Space Agency, France G.M. Webb - Prof., Commercial Space Technologies Ltd., London, United Kingdom (paper)

Changes in Math Prerequisites and Student Performance in Business Statistics: Do Math Prerequisites Really Matter?

OpenAIRE

Jeffrey J. Green; Courtenay C. Stone; Abera Zegeye; Thomas A. Charles

2007-01-01

We use a binary probit model to assess the impact of several changes in math prerequisites on student performance in an undergraduate business statistics course. While the initial prerequisites did not necessarily provide students with the necessary math skills, our study, the first to examine the effect of math prerequisite changes, shows that these changes were deleterious to student performance. Our results helped convince the College of Business to change the math prerequisite again begin...

Partial coherence with application to the monotonicity problem of coherence involving skew information

Science.gov (United States)

Luo, Shunlong; Sun, Yuan

2017-08-01

Quantifications of coherence are intensively studied in the context of completely decoherent operations (i.e., von Neuamnn measurements, or equivalently, orthonormal bases) in recent years. Here we investigate partial coherence (i.e., coherence in the context of partially decoherent operations such as Lüders measurements). A bona fide measure of partial coherence is introduced. As an application, we address the monotonicity problem of K -coherence (a quantifier for coherence in terms of Wigner-Yanase skew information) [Girolami, Phys. Rev. Lett. 113, 170401 (2014), 10.1103/PhysRevLett.113.170401], which is introduced to realize a measure of coherence as axiomatized by Baumgratz, Cramer, and Plenio [Phys. Rev. Lett. 113, 140401 (2014), 10.1103/PhysRevLett.113.140401]. Since K -coherence fails to meet the necessary requirement of monotonicity under incoherent operations, it is desirable to remedy this monotonicity problem. We show that if we modify the original measure by taking skew information with respect to the spectral decomposition of an observable, rather than the observable itself, as a measure of coherence, then the problem disappears, and the resultant coherence measure satisfies the monotonicity. Some concrete examples are discussed and related open issues are indicated.

Explaining the electroweak scale and stabilizing moduli in M theory

Science.gov (United States)

Acharya, Bobby S.; Bobkov, Konstantin; Kane, Gordon L.; Kumar, Piyush; Shao, Jing

2007-12-01

In a recent paper [B. Acharya, K. Bobkov, G. Kane, P. Kumar, and D. Vaman, Phys. Rev. Lett. 97, 191601 (2006).PRLTAO0031-900710.1103/PhysRevLett.97.191601] it was shown that in fluxless M theory vacua with at least two hidden sectors undergoing strong gauge dynamics and a particular form of the Kähler potential, all moduli are stabilized by the effective potential and a stable hierarchy is generated, consistent with standard gauge unification. This paper explains the results of [B. Acharya, K. Bobkov, G. Kane, P. Kumar, and D. Vaman, Phys. Rev. Lett. 97, 191601 (2006).PRLTAO0031-900710.1103/PhysRevLett.97.191601] in more detail and generalizes them, finding an essentially unique de Sitter vacuum under reasonable conditions. One of the main phenomenological consequences is a prediction which emerges from this entire class of vacua: namely, gaugino masses are significantly suppressed relative to the gravitino mass. We also present evidence that, for those vacua in which the vacuum energy is small, the gravitino mass, which sets all the superpartner masses, is automatically in the TeV 100 TeV range.

A polarized hydrogen/deuterium atomic beam source for internal target experiments

International Nuclear Information System (INIS)

Szczerba, D.; Buuren, L.D. van; Brand, J.F.J. van den; Bulten, H.J.; Ferro-Luzzi, M.; Klous, S.; Kolster, H.; Lang, J.; Mul, F.; Poolman, H.R.; Simani, M.C.

2000-01-01

A high-brightness hydrogen/deuterium atomic beam source is presented. The apparatus, previously used in electron scattering experiments with tensor-polarized deuterium (Ferro-Luzzi et al., Phys. Rev. Lett. 77 (1996) 2630; van den Brand et al., Phys. Rev. Lett. 78 (1997) 1235; Zhou et al., Phys. Rev. Lett. 82 (1998) 687; Bouwhuis et al., Phys. Rev. Lett. 82 (1999) 3755), was configured as a source for internal target experiments to measure single- and double-polarization observables, with either polarized hydrogen or vector/tensor polarized deuterium. The atomic beam intensity was enhanced by a factor of ∼2.5 by optimizing the Stern-Gerlach focusing system using high tip-field (∼1.5 T) rare-earth permanent magnets, and by increasing the pumping speed in the beam-formation chamber. Fluxes of (5.9±0.2)x10 16 1 H/s were measured in a diameter 12 mmx122 mm compression tube with its entrance at a distance of 27 cm from the last focusing element. The total output flux amounted to (7.6±0.2)x10 16 1 H/s

Math practice and its influence on math skills and executive functions in adolescents with mild to borderline intellectual disability.

Science.gov (United States)

Jansen, Brenda R J; De Lange, Eva; Van der Molen, Mariët J

2013-05-01

Adolescents with mild to borderline intellectual disability (MBID) often complete schooling without mastering basic math skills, even though basic math is essential for math-related challenges in everyday life. Limited attention to cognitive skills and low executive functioning (EF) may cause this delay. We aimed to improve math skills in an MBID-sample using computerized math training. Also, it was investigated whether EF and math performance were related and whether computerized math training had beneficial effects on EF. The sample consisted of a total of 58 adolescents (12-15 years) from special education. Participants were randomly assigned to either the experimental group or a treatment as usual (TAU) group. In the experimental condition, participants received 5 weeks of training. Math performance and EF were assessed before and after the training period. Math performance improved equally in both groups. However, frequently practicing participants improved more than participants in the control group. Visuo-spatial memory skills were positively related to addition and subtraction skills. Transfer effects from math training to EF were absent. It is concluded that math skills may increase if a reasonable effort in practicing math skills is made. The relation between visuo-spatial memory skills provides opportunities for improving math performance. Copyright © 2013 Elsevier Ltd. All rights reserved.

Carrier mobility and crystal perfection of tetracene thin film FET

International Nuclear Information System (INIS)

Moriguchi, N.; Nishikawa, T.; Anezaki, T.; Unno, A.; Tachibana, M.; Kojima, K.

2006-01-01

It is well-known that the carrier mobility of an organic field effect semiconductor (FET) depended on the crystal quality and/or the crystal perfection of the organic thin films [T.W. Kelly, D.V. Muyres, P.F. Baude, T.P. Smith, T.D. Jones, Mater. Res. Soc. Symp. Proc. 771 (2003) L6.5.1; D.J. Gundlach, J.A. Nichols, L. Zhou, T.N. Jackson, Appl. Phys. Lett. 80 (2002) 2925; H.K. Lauk, M. Halik, U. Zschieschang, G. Schmid, W. Radlik, J. Appl. Phys. 92 (2002) 5259; M. Shtein, J. Mapel, J.B. Benziger, S.R. Forrest, Appl. Phys. Lett. 81 (2002) 268; D. Knipp, R.A. Street, A.R. Volkel, Appl. Phys. Lett. 82 (2003) 3907; R. Ruiz, A.C. Mayer, G.G. Malliaras, Appl. Phys. Lett. 85 (2004) 4926; R.W.I. de Boer, M.E. Gershenson, A.F. Morpurgo, V. Podzorov, Phys. Stat. Sol. A 201 (2004) 1031]. To improve the crystal quality of the thin film many efforts were made. One of the important improvements was the surface treatment of the substrate. The tetracene thin film FET (top contact structure) was fabricated using the substrate, which was coated by a spin-coating method with a 0.1% poly α-methylstyrene (AMS) solution. The crystal quality was improved by this treatment so that the carrier mobility was higher than that of non-treatment. The maximum mobility of the AMS-treated sample was obtained to be 0.12 cm 2 /V s

Effects of Math Anxiety and Perfectionism on Timed versus Untimed Math Testing in Mathematically Gifted Sixth Graders

Science.gov (United States)

Tsui, Joanne M.; Mazzocco, Michèle M. M.

2009-01-01

This study was designed to examine the effects of math anxiety and perfectionism on math performance, under timed testing conditions, among mathematically gifted sixth graders. We found that participants had worse math performance during timed versus untimed testing, but this difference was statistically significant only when the timed condition preceded the untimed condition. We also found that children with higher levels of either math anxiety or perfectionism had a smaller performance discrepancy during timed versus untimed testing, relative to children with lower levels of math anxiety or perfectionism. There were no statistically significant gender differences in overall test performance, nor in levels of math anxiety or perfectionism; however, the difference between performance on timed and untimed math testing was statistically significant for girls, but not for boys. Implications for educators are discussed. PMID:20084180

Affective and motivational factors mediate the relation between math skills and use of math in everyday life

NARCIS (Netherlands)

Jansen, B.R.J.; Schmitz, E.A.; van der Maas, H.L.J.

2016-01-01

This study focused on the use of math in everyday life (the propensity to recognize and solve quantitative issues in real life situations). Data from a Dutch nation-wide research on math among adults (N = 521) were used to investigate the question whether math anxiety and perceived math competence

Induced magnetic structure in exchange-coupled ferro-/antiferromagnet thin films

Science.gov (United States)

Morales, Rafael

2007-03-01

The most prominent feature observed in exchange-coupled ferromagnetic/ antiferromagnetic (FM/AF) bilayers is the so-called exchange bias field (HEB), i.e. the shift of the hysteresis loop along the magnetic field axis. However the exchange bias phenomenon can induce other interesting effects on the FM. In this talk we show two methods to establish a bi-domain state in the FM, due to the coexistence of domains with opposite sign of HEB [1-3]. Magneto-optical, polarized neutron and soft X-ray measurements show that this lateral structure becomes more complex for low magnetocrystalline anisotropy materials where a spin depth profile is created in the FM due to the exchange coupling with the AF [4-6]. The internal magnetic structure in the AF and its role on exchange bias has also been investigated using FM/AF/FM trilayers. These studies demonstrate that the bulk spin configuration in the AF plays a crucial role in the pinning of uncompensated spins at the interface thus determining the HEB . Supported by the US-DOE, European Marie-Curie-OIF and the Alfred P. Sloan Foundation. [1] O. Petracic et al. Appl. Phys. Lett. 87, 222509 (2005) [2] I. V. Roshchin et al. Europhys. Lett. 71, 297 (2005) [3] J. Olamit et al. Phys. Rev. B 72, 012408 (2005) [4] R. Morales et al. Appl. Phys. Lett. 89, 072504 (2006) [5] S. Roy et al. Phys. Rev. Lett. 95, 047201 (2005) [6] Z-P. Li et al. Phys. Rev. Lett. 96, 217205 (2006)

Addressing Math Anxiety in the Classroom

Science.gov (United States)

Finlayson, Maureen

2014-01-01

In today's educational systems, students of all levels of education experience math anxiety. Furthermore, math anxiety is frequently linked to poor achievement in mathematics. The purpose of this study is to examine the causes of math anxiety and to explore strategies which pre-service teachers have identified to overcome math anxiety. The…

Temperature hysteretic effect and its influence on colossal ...

Indian Academy of Sciences (India)

Financial support from IUC-DAEF, Mumbai, India is greatly appreciated. References. [1] G H Rao, J R Sun, J K Liang, W Y Zhou and X R Cheng, Appl. Phys. Lett. 69, 424 (1996). [2] J R Sun, G H Rao, J K Liang and W Y Zhou, Appl. Phys. Lett. 69, 3924 (1996). [3] J Baszynski, J Kovac, A Kowalczyk, J. Magn. Magn. Mater. 195 ...

Invariants of triangular Lie algebras

International Nuclear Information System (INIS)

Boyko, Vyacheslav; Patera, Jiri; Popovych, Roman

2007-01-01

Triangular Lie algebras are the Lie algebras which can be faithfully represented by triangular matrices of any finite size over the real/complex number field. In the paper invariants ('generalized Casimir operators') are found for three classes of Lie algebras, namely those which are either strictly or non-strictly triangular, and for so-called special upper triangular Lie algebras. Algebraic algorithm of Boyko et al (2006 J. Phys. A: Math. Gen.39 5749 (Preprint math-ph/0602046)), developed further in Boyko et al (2007 J. Phys. A: Math. Theor.40 113 (Preprint math-ph/0606045)), is used to determine the invariants. A conjecture of Tremblay and Winternitz (2001 J. Phys. A: Math. Gen.34 9085), concerning the number of independent invariants and their form, is corroborated

Non-unique monopole oscillations of harmonically confined Yukawa systems

Science.gov (United States)

Ducatman, Samuel; Henning, Christian; Kaehlert, Hanno; Bonitz, Michael

2008-11-01

Recently it was shown that the Breathing Mode (BM), the mode of uniform radial expansion and contraction, which is well known from harmonically confined Coulomb systems [1], does not exist in general for other systems [2]. As a consequence the monopole oscillation (MO), the radial collective excitation, is not unique, but there are several MO with different frequencies. Within this work we show simulation results of those monopole oscillations of 2-dimensional harmonically confined Yukawa systems, which are known from, e.g., dusty plasma crystals [3,4]. We present the corresponding spectrum of the particle motion, including analysis of the frequencies found, and compare with theoretical investigations.[1] D.H.E. Dubin and J.P. Schiffer, Phys. Rev. E 53, 5249 (1996)[2] C. Henning at al., accepted for publication in Phys. Rev. Lett. (2008)[3] A. Melzer et al., Phys. Rev. Lett. 87, 115002 (2001)[4] M. Bonitz et al., Phys. Rev. Lett. 96, 075001 (2006)

Turning Negatives into Positives: The Role of an Instructional Math Course on Preservice Teachers' Math Beliefs

Science.gov (United States)

Looney, Lisa; Perry, David; Steck, Andy

2017-01-01

Teachers' beliefs about mathematics can play a role in their teaching effectiveness (Bandura, 1993). Negative attitudes toward math (e.g., math anxiety) or low self-efficacy beliefs for teaching math can act as barriers to the teaching process, impacting the achievement and math beliefs of students (Beilock, Gunderson, Ramirez, & Levine, 2010;…

Helping Students Get Past Math Anxiety

Science.gov (United States)

Scarpello, Gary

2007-01-01

Math anxiety can begin as early as the fourth grade and peaks in middle school and high school. It can be caused by past classroom experiences, parental influences, and remembering poor past math performance. Math anxiety can cause students to avoid challenging math courses and may limit their career choices. It is important for teachers, parents…

Group Activities for Math Enthusiasts

Science.gov (United States)

Holdener, J.; Milnikel, R.

2016-01-01

In this article we present three group activities designed for math students: a balloon-twisting workshop, a group proof of the irrationality of p, and a game of Math Bingo. These activities have been particularly successful in building enthusiasm for mathematics and camaraderie among math faculty and students at Kenyon College.

Cryptography with chaos and shadowing

International Nuclear Information System (INIS)

Smaoui, Nejib; Kanso, Ali

2009-01-01

In this paper, we present a novel approach to encrypt a message (a text composed by some alphabets) using chaos and shadowing. First, we generate a numerical chaotic orbit based on the logistic map, and use the shadowing algorithm of Smaoui and Kostelich [Smaoui N, Kostelich E. Using chaos to shadow the quadratic map for all time. Int J Comput Math 1998;70:117-29] to show that there exists a finite number of true orbits that shadow the numerical orbit. Then, the finite number of maps generated is used in Baptista's algorithm [Baptista MS. Cryptography with chaos. Phys Lett A 1998;240:50-4] to encrypt each character of the message. It is shown that the use of chaos and shadowing in the encryption process enhances the security level.

Cryptography with chaos and shadowing

Energy Technology Data Exchange (ETDEWEB)

Smaoui, Nejib [Department of Mathematics and Computer Science, Kuwait University, P.O. Box 5969, Safat 13060 (Kuwait)], E-mail: nsmaoui64@yahoo.com; Kanso, Ali [Department of Mathematics and Computer Science, Kuwait University, P.O. Box 5969, Safat 13060 (Kuwait)], E-mail: akanso@hotmail.com

2009-11-30

In this paper, we present a novel approach to encrypt a message (a text composed by some alphabets) using chaos and shadowing. First, we generate a numerical chaotic orbit based on the logistic map, and use the shadowing algorithm of Smaoui and Kostelich [Smaoui N, Kostelich E. Using chaos to shadow the quadratic map for all time. Int J Comput Math 1998;70:117-29] to show that there exists a finite number of true orbits that shadow the numerical orbit. Then, the finite number of maps generated is used in Baptista's algorithm [Baptista MS. Cryptography with chaos. Phys Lett A 1998;240:50-4] to encrypt each character of the message. It is shown that the use of chaos and shadowing in the encryption process enhances the security level.

The Impact of MOVE IT Math(TM) and Traditional Textbook Instruction on Math Achievement Scores

Science.gov (United States)

Bennett, Angela Stephens

2010-01-01

One recommendation of government, education, and business leaders is an increased emphasis on math and science instruction in public schools. The purpose of this quantitative study using a posttest, quasi-experimental design was to determine if the Math Opportunities, Valuable Experiences, and Innovative Teaching (MOVE IT Math(TM)) program…

All Students Need Advanced Mathematics. Math Works

Science.gov (United States)

Achieve, Inc., 2013

2013-01-01

This fact sheet explains that to thrive in today's world, all students will need to graduate with very strong math skills. That can only mean one thing: advanced math courses are now essential math courses. Highlights of this paper include: (1) Advanced math equals college success; (2) Advanced math equals career opportunity; and (3) Advanced math…

Addressing the Math-Practice Gap in Elementary School: Are Tablets a Feasible Tool for Informal Math Practice?

Science.gov (United States)

Stacy, Sara T; Cartwright, Macey; Arwood, Zjanya; Canfield, James P; Kloos, Heidi

2017-01-01

Students rarely practice math outside of school requirements, which we refer to as the "math-practice gap". This gap might be the reason why students struggle with math, making it urgent to develop means by which to address it. In the current paper, we propose that math apps offer a viable solution to the math-practice gap: Online apps can provide access to a large number of problems, tied to immediate feedback, and delivered in an engaging way. To substantiate this conversation, we looked at whether tablets are sufficiently engaging to motivate children's informal math practice. Our approach was to partner with education agencies via a community-based participatory research design. The three participating education agencies serve elementary-school students from low-SES communities, allowing us to look at tablet use by children who are unlikely to have extensive access to online math enrichment programs. At the same time, the agencies differed in several structural details, including whether our intervention took place during school time, after school, or during the summer. This allowed us to shed light on tablet feasibility under different organizational constraints. Our findings show that tablet-based math practice is engaging for young children, independent of the setting, the student's age, or the math concept that was tackled. At the same time, we found that student engagement was a function of the presence of caring adults to facilitate their online math practice.

The role of expressive writing in math anxiety.

Science.gov (United States)

Park, Daeun; Ramirez, Gerardo; Beilock, Sian L

2014-06-01

Math anxiety is a negative affective reaction to situations involving math. Previous work demonstrates that math anxiety can negatively impact math problem solving by creating performance-related worries that disrupt the working memory needed for the task at hand. By leveraging knowledge about the mechanism underlying the math anxiety-performance relationship, we tested the effectiveness of a short expressive writing intervention that has been shown to reduce intrusive thoughts and improve working memory availability. Students (N = 80) varying in math anxiety were asked to sit quietly (control group) prior to completing difficulty-matched math and word problems or to write about their thoughts and feelings regarding the exam they were about to take (expressive writing group). For the control group, high math-anxious individuals (HMAs) performed significantly worse on the math problems than low math-anxious students (LMAs). In the expressive writing group, however, this difference in math performance across HMAs and LMAs was significantly reduced. Among HMAs, the use of words related to anxiety, cause, and insight in their writing was positively related to math performance. Expressive writing boosts the performance of anxious students in math-testing situations. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Using Brief Guided Imagery to Reduce Math Anxiety and Improve Math Performance: A Pilot Study

Science.gov (United States)

Henslee, Amber M.; Klein, Brandi A.

2017-01-01

The objective of this study was to investigate whether brief guided imagery could provide a short-term reduction in math anxiety and improve math performance. Undergraduates (N = 581) were screened for math anxiety, and the highest and lowest quartiles were recruited to participate in a lab-based study. Participants were assigned to a brief guided…

Math and Movement: Practical Ways to Incorporate Math into Physical Education

Science.gov (United States)

Wade, Marcia

2016-01-01

Each year, physical educators are asked to incorporate even more math, language arts, science and social studies into their curriculum. The challenge is how to do this without sacrificing the essential health and life skills provided by a quality physical education program. One program, Math & Movement, is a great aid for physical educators to…

Engaging Math-Avoidant College Students

Directory of Open Access Journals (Sweden)

M. Paul Latiolais

2009-07-01

Full Text Available This paper is an informal, personal account of how we, as two college teachers, became interested in math anxiety, decided to explore it amongst students at our institution in order to inform our teaching, and became convinced that the massive problem is math avoidance. We tried discussion groups, but few students attended, although those that did made useful suggestions. Thus informed, we designed an innovative course, Confronting College Mathematics as a Humanities course with the possibility of credit toward the math requirement, but it was undersubscribed in its first offering and had to be canceled. How can we get college students who avoid math to break through the barrier of math avoidance? We have now begun to explore a new approach: Second Life, where students can engage math—and quantitative literacy—virtually, and anonymously.

Gender Compatibility, Math-Gender Stereotypes, and Self-Concepts in Math and Physics

Science.gov (United States)

Koul, Ravinder; Lerdpornkulrat, Thanita; Poondej, Chanut

2016-01-01

Positive self-assessment of ability in the quantitative domains is considered critical for student participation in science, technology, engineering, and mathematics field studies. The present study investigated associations of gender compatibility (gender typicality and contentedness) and math-gender stereotypes with self-concepts in math and…

Stochastic geometry of critical curves, Schramm-Loewner evolutions and conformal field theory

International Nuclear Information System (INIS)

Gruzberg, Ilya A

2006-01-01

Conformally invariant curves that appear at critical points in two-dimensional statistical mechanics systems and their fractal geometry have received a lot of attention in recent years. On the one hand, Schramm (2000 Israel J. Math. 118 221 (Preprint math.PR/9904022)) has invented a new rigorous as well as practical calculational approach to critical curves, based on a beautiful unification of conformal maps and stochastic processes, and by now known as Schramm-Loewner evolution (SLE). On the other hand, Duplantier (2000 Phys. Rev. Lett. 84 1363; Fractal Geometry and Applications: A Jubilee of Benot Mandelbrot: Part 2 (Proc. Symp. Pure Math. vol 72) (Providence, RI: American Mathematical Society) p 365 (Preprint math-ph/0303034)) has applied boundary quantum gravity methods to calculate exact multifractal exponents associated with critical curves. In the first part of this paper, I provide a pedagogical introduction to SLE. I present mathematical facts from the theory of conformal maps and stochastic processes related to SLE. Then I review basic properties of SLE and provide practical derivation of various interesting quantities related to critical curves, including fractal dimensions and crossing probabilities. The second part of the paper is devoted to a way of describing critical curves using boundary conformal field theory (CFT) in the so-called Coulomb gas formalism. This description provides an alternative (to quantum gravity) way of obtaining the multifractal spectrum of critical curves using only traditional methods of CFT based on free bosonic fields

Analysis of photon count data from single-molecule fluorescence experiments

Science.gov (United States)

Burzykowski, T.; Szubiakowski, J.; Rydén, T.

2003-03-01

We consider single-molecule fluorescence experiments with data in the form of counts of photons registered over multiple time-intervals. Based on the observation schemes, linking back to works by Dehmelt [Bull. Am. Phys. Soc. 20 (1975) 60] and Cook and Kimble [Phys. Rev. Lett. 54 (1985) 1023], we propose an analytical approach to the data based on the theory of Markov-modulated Poisson processes (MMPP). In particular, we consider maximum-likelihood estimation. The method is illustrated using a real-life dataset. Additionally, the properties of the proposed method are investigated through simulations and compared to two other approaches developed by Yip et al. [J. Phys. Chem. A 102 (1998) 7564] and Molski [Chem. Phys. Lett. 324 (2000) 301].

Questioning the observation of laser-assisted ionization in fast collisions of He(2 /sup 1,3/S) with He

International Nuclear Information System (INIS)

Gillen, K.T.

1989-01-01

In four recent papers Pradel et al. [Phys. Rev. Lett. 54, 2600 (1985); Phys. Rev. A 35, 1062 (1987)] and Monchicourt et al. [Phys. Rev. A 33, 3515 (1986); Chem. Phys. Lett. 152, 336 (1988)] give arguments claiming the observation of laser-assisted ionization of the short-lived collision complex formed during collisions of He/sup */(2 /sup 1,3/S) with He. However, estimates of the relative sizes of the assisted and unassisted ion signals observed make it very unlikely that laser-assisted ionization has been observed in those experiments. Collisional excitation to higher He/sup */ states, followed by (single-photon) ionization of the excited states, seems a more likely explanation at all energies considered

Avoiding math on a rapid timescale: Emotional responsivity and anxious attention in math anxiety.

Science.gov (United States)

Pizzie, Rachel G; Kraemer, David J M

2017-11-01

Math anxiety (MA) is characterized by negative feelings towards mathematics, resulting in avoidance of math classes and of careers that rely on mathematical skills. Focused on a long timescale, this research may miss important cognitive and affective processes that operate moment-to-moment, changing rapid reactions even when a student simply sees a math problem. Here, using fMRI with an attentional deployment paradigm, we show that MA influences rapid spontaneous emotional and attentional responses to mathematical stimuli upon brief presentation. Critically, participants viewed but did not attempt to solve the problems. Indicating increased threat reactivity to even brief presentations of math problems, increased MA was associated with increased amygdala response during math viewing trials. Functionally and anatomically defined amygdala ROIs yielded similar results, indicating robustness of the finding. Similar to the pattern of vigilance and avoidance observed in specific phobia, behavioral results of the attentional paradigm demonstrated that MA is associated with attentional disengagement for mathematical symbols. This attentional avoidance is specific to math stimuli; when viewing negatively-valenced images, MA is correlated with attentional engagement, similar to other forms of anxiety. These results indicate that even brief exposure to mathematics triggers a neural response related to threat avoidance in highly MA individuals. Copyright © 2017 Elsevier Inc. All rights reserved.

The neurodevelopmental basis of math anxiety.

Science.gov (United States)

Young, Christina B; Wu, Sarah S; Menon, Vinod

2012-05-01

Math anxiety is a negative emotional reaction to situations involving mathematical problem solving. Math anxiety has a detrimental impact on an individual's long-term professional success, but its neurodevelopmental origins are unknown. In a functional MRI study on 7- to 9-year-old children, we showed that math anxiety was associated with hyperactivity in right amygdala regions that are important for processing negative emotions. In addition, we found that math anxiety was associated with reduced activity in posterior parietal and dorsolateral prefrontal cortex regions involved in mathematical reasoning. Multivariate classification analysis revealed distinct multivoxel activity patterns, which were independent of overall activation levels in the right amygdala. Furthermore, effective connectivity between the amygdala and ventromedial prefrontal cortex regions that regulate negative emotions was elevated in children with math anxiety. These effects were specific to math anxiety and unrelated to general anxiety, intelligence, working memory, or reading ability. Our study identified the neural correlates of math anxiety for the first time, and our findings have significant implications for its early identification and treatment.

More math into Latex

CERN Document Server

Grätzer, George

2007-01-01

For close to two decades, Math into Latex has been the standard introduction and complete reference for writing articles and books containing mathematical formulas. In this fourth edition, the reader is provided with important updates on articles and books. An important new topic is discussed: transparencies (computer projections). Key features of More Math into Latex, 4th edition: Installation instructions for PC and Mac users; An example-based, visual approach and a gentle introduction with the Short Course; A detailed exposition of multiline math formulas with a Visual Guide; A unified appr

String Math 2017

CERN Document Server

The series of String-Math conferences has developed into a central event on the interface between mathematics and physics related to string theory, quantum field theory and neighboring subjects. The conference will take place from July 24-28 in the main building of Hamburg university. The String-Math conference is organised by the University of Hamburg jointly with DESY Hamburg.

Basic Maths Practice Problems For Dummies

CERN Document Server

Beveridge, Colin

2012-01-01

Fun, friendly coaching and all the practice you need to tackle maths problems with confidence and ease In his popular Basic Maths For Dummies, professional maths tutor Colin Beveridge proved that he could turn anyone - even the most maths-phobic person - into a natural-born number cruncher. In this book he supplies more of his unique brand of maths-made- easy coaching, plus 2,000 practice problems to help you master what you learn. Whether you're prepping for a numeracy test or an employability exam, thinking of returning to school, or you'd just like to be one of those know-it-alls who says

Attentional bias in math anxiety.

Science.gov (United States)

Rubinsten, Orly; Eidlin, Hili; Wohl, Hadas; Akibli, Orly

2015-01-01

Cognitive theory from the field of general anxiety suggests that the tendency to display attentional bias toward negative information results in anxiety. Accordingly, the current study aims to investigate whether attentional bias is involved in math anxiety (MA) as well (i.e., a persistent negative reaction to math). Twenty seven participants (14 with high levels of MA and 13 with low levels of MA) were presented with a novel computerized numerical version of the well established dot probe task. One of six types of prime stimuli, either math related or typically neutral, was presented on one side of a computer screen. The prime was preceded by a probe (either one or two asterisks) that appeared in either the prime or the opposite location. Participants had to discriminate probe identity (one or two asterisks). Math anxious individuals reacted faster when the probe was at the location of the numerical related stimuli. This suggests the existence of attentional bias in MA. That is, for math anxious individuals, the cognitive system selectively favored the processing of emotionally negative information (i.e., math related words). These findings suggest that attentional bias is linked to unduly intense MA symptoms.

Math Anxiety Assessment with the Abbreviated Math Anxiety Scale: Applicability and usefulness: insights from the Polish adaptation

Directory of Open Access Journals (Sweden)

Krzysztof eCipora

2015-11-01

Full Text Available Math anxiety has an important impact on mathematical development and performance. However, although math anxiety is supposed to be a transcultural trait, assessment instruments are scarce and are validated mainly for Western cultures so far. Therefore, we aimed at examining the transcultural generality of math anxiety by a thorough investigation of the validity of math anxiety assessment in Eastern Europe. We investigated the validity and reliability of a Polish adaptation of the Abbreviated Math Anxiety Scale (AMAS, known to have very good psychometric characteristics in its original, American-English version as well as in its Italian and Iranian adaptations.We also observed high reliability, both for internal consistency and test-retest stability of the AMAS in the Polish sample. The results also show very good construct, convergent and discriminant validity: The factorial structure in Polish adult participants (n = 857 was very similar to the one previously found in other samples; AMAS scores correlated moderately in expected directions with state and trait anxiety, self-assessed math achievement and skill as well temperamental traits of emotional reactivity, briskness, endurance and perseverance. Average scores obtained by participants as well as gender differences and correlations with external measures were also similar across cultures. Beyond the cultural comparison, we used path model analyses to show that math anxiety relates to math grades and self-competence when controlling for trait anxiety.The current study shows transcultural validity of math anxiety assessment with the AMAS.

Math Anxiety Assessment with the Abbreviated Math Anxiety Scale: Applicability and Usefulness: Insights from the Polish Adaptation.

Science.gov (United States)

Cipora, Krzysztof; Szczygieł, Monika; Willmes, Klaus; Nuerk, Hans-Christoph

2015-01-01

Math anxiety has an important impact on mathematical development and performance. However, although math anxiety is supposed to be a transcultural trait, assessment instruments are scarce and are validated mainly for Western cultures so far. Therefore, we aimed at examining the transcultural generality of math anxiety by a thorough investigation of the validity of math anxiety assessment in Eastern Europe. We investigated the validity and reliability of a Polish adaptation of the Abbreviated Math Anxiety Scale (AMAS), known to have very good psychometric characteristics in its original, American-English version as well as in its Italian and Iranian adaptations. We also observed high reliability, both for internal consistency and test-retest stability of the AMAS in the Polish sample. The results also show very good construct, convergent and discriminant validity: The factorial structure in Polish adult participants (n = 857) was very similar to the one previously found in other samples; AMAS scores correlated moderately in expected directions with state and trait anxiety, self-assessed math achievement and skill as well temperamental traits of emotional reactivity, briskness, endurance, and perseverance. Average scores obtained by participants as well as gender differences and correlations with external measures were also similar across cultures. Beyond the cultural comparison, we used path model analyses to show that math anxiety relates to math grades and self-competence when controlling for trait anxiety. The current study shows transcultural validity of math anxiety assessment with the AMAS.

Pulsed Plasma Electron Sources

Science.gov (United States)

Krasik, Yakov

2008-11-01

Pulsed (˜10-7 s) electron beams with high current density (>10^2 A/cm^2) are generated in diodes with electric field of E > 10^6 V/cm. The source of electrons in these diodes is explosive emission plasma, which limits pulse duration; in the case E Saveliev, J. Appl. Phys. 98, 093308 (2005). Ya. E. Krasik, A. Dunaevsky, and J. Felsteiner, Phys. Plasmas 8, 2466 (2001). D. Yarmolich, V. Vekselman, V. Tz. Gurovich, and Ya. E. Krasik, Phys. Rev. Lett. 100, 075004 (2008). J. Z. Gleizer, Y. Hadas and Ya. E. Krasik, Europhysics Lett. 82, 55001 (2008).

Classroom Learning Environment and Gender: Do They Explain Math Self-Efficacy, Math Outcome Expectations, and Math Interest during Early Adolescence?

Science.gov (United States)

Deacon, Mary M.

2011-01-01

Despite initiatives to increase and broaden participation in science, technology, engineering, and mathematics (STEM) fields, women remain underrepresented in STEM. While U.S. girls and women perform as well as, if not better, than boys and men in math, research results indicate that there are significant declines in girls' math self-efficacy,…

An investigation of boys’ and girls’ emotional experience of math, their math performance, and the relation between these variables

NARCIS (Netherlands)

Erturan, S; Jansen, B.

2015-01-01

GGender differences in children’s emotional experience of math, their math performance, and the relation between these variables were investigated in two studies. In Study 1, test anxiety, math anxiety, and math performance (whole-number computation) were measured in 134 children in grades 3-8 (ages

A descriptive study of high school Latino and Caucasian students' values about math, perceived math achievement and STEM career choice

Science.gov (United States)

Rodriguez Flecha, Samuel

The purpose of this study was to examine high school students' math values, perceived math achievement, and STEM career choice. Participants (N=515) were rural high school students from the U.S. Northwest. Data was collected by administering the "To Do or Not to Do:" STEM pilot survey. Most participants (n=294) were Latinos, followed by Caucasians (n=142). Fifty-three percent of the students rated their math achievement as C or below. Of high math students, 57% were male. Females were 53% of low math students. Caucasians (61%) rated themselves as high in math in a greater proportion than Latinos (39%). Latinos (58%) rated themselves as low in math in a greater proportion than Caucasians (39%). Math Values play a significant role in students' perceived math achievement. Internal math values (r =.68, R2 =.46, p =.001) influenced perceived math achievement regardless of gender (males: r =.70, R2 =.49, p =.001; females: r =.65, R2 =.43, p =.001), for Latinos (r =.66, R2 =.44, p =.001), and Caucasians (r =.72, R2 =.51, p =.001). External math values (r =.53, R2 =.28, p =.001) influenced perceived math achievement regardless of gender (males: r =.54, R2 =.30, p =.001; females: r =.49, R2 =.24, p =.001), for Latinos (r =.47, R2 =.22, p =.001), and Caucasians (r =.58, R2 =.33, p =.001). Most high-math students indicated an awareness of being good at math at around 11 years old. Low-math students said that they realized that math was difficult for them at approximately 13 years of age. The influence of parents, teachers, and peers may vary at different academic stages. Approximately half of the participants said there was not a person who had significantly impacted their career choice; only a minority said their parents and teachers were influencing them to a STEM career. Parents and teachers are the most influential relationships in students' career choice. More exposure to STEM role models and in a variety of professions is needed. Possible strategies to impact students

Tunable Optical Delay in Doppler-Broadened Cesium Vapor

Science.gov (United States)

2010-12-01

REFERENCE: 36 % [1] J. M. Amini and H. Gould 37 % High Precision Measurement of the Static Dipole Polarizability of Cs 38 % Phys. Rev. Lett., American... polarizability of cesium. Phys. Rev. Lett. 91 (15), 153001. Andalkar, A. and R. B. Warrington (2002, Feb). High-resolution measurement of the pressure...Physics Publishing. Morgus, L., T. Morgus, T. Drake, and J. Huennekens (2008). Hyperfine state- changing collisions of Cs (6p1/2) atoms with argon

Improved analysis of GW150914 using a fully spin-precessing waveform model

OpenAIRE

Abbott, B. P.; Abbott, R.; Adhikari, R. X.; Anderson, S. B.; Arai, K.; Araya, M. C.; Barayoga, J. C.; Barish, B. C.; Berger, B. K.; Billingsley, G.; Blackburn, J. K.; Bork, R.; Brooks, A. F.; Brunett, S.; Cahillane, C.

2016-01-01

This paper presents updated estimates of source parameters for GW150914, a binary black-hole coalescence event detected by the Laser Interferometer Gravitational-wave Observatory (LIGO) in 2015 [Abbott et al. Phys. Rev. Lett. 116, 061102 (2016).]. Abbott et al. [Phys. Rev. Lett. 116, 241102 (2016).] presented parameter estimation of the source using a 13-dimensional, phenomenological precessing-spin model (precessing IMRPhenom) and an 11-dimensional nonprecessing effective-one-body (EOB) mode...

Technical Digest of the 1998 Summer Topical Meeting on Organic Optics and Optoelectronics

Science.gov (United States)

1998-07-01

Larry Dalton, University of Southern California, Los Angeles, CA Harold Fetterman , University of California, Los Angeles, CA Steve Forrest...OPTIC MODULATORS H. Fetterman , D. Chen, A. Udupa. D. Bhattachaya, B. Tsap University of Califonia, Los Angeles 90024 S. Lee, A. Chen, J. Chen, W...Chen, H.R. Fetterman , A. Chen, W.H. Steier, and L. R. Dalton, Appl. Phys. Lett. 70, (1997). 2. T.A. Tumolillo and P.R. Ashley, Appl. Phys. Lett. 62

Barron's SAT math workbook

CERN Document Server

Leff MS, Lawrence S

2016-01-01

This completely revised edition reflects all of the new questions and question types that will appear on the new SAT, scheduled to be administered in Spring 2016. Includes hundreds of revised math questions and answer explanations, math strategies, test-taking tips, and much more.

SAT math prep course

CERN Document Server

Kolby, Jeff

2011-01-01

Comprehensive Prep for SAT Math Every year, students pay 1,000 and more to test prep companies to prepare for the math section of the new SAT. Now you can get the same preparation in a book. Features: * Comprehensive Review: Twenty-three chapters provide complete review of SAT math. * Practice: Includes 164 examples and more than 500 exercises! Arranged from easy to medium to hard to very hard. * Diagnostic Test: The diagnostic test measures your strengths and weaknesses and directs you to areas you need to study more. * Performance: If your target is a 700+ score, this is the book!

Math Is Like a Scary Movie? Helping Young People Overcome Math Anxiety

Science.gov (United States)

Kulkin, Margaret

2016-01-01

Afterschool teachers who tutor students or provide homework help have a unique opportunity to help students overcome the social or emotional barriers that so often block learning. They can embrace a creative and investigative approach to math learning. Margaret Kulkin's interest in being a math attitude "myth-buster" led her to apply to…

Math Practice and Its Influence on Math Skills and Executive Functions in Adolescents with Mild to Borderline Intellectual Disability

Science.gov (United States)

Jansen, Brenda R. J.; De Lange, Eva; Van der Molen, Mariet J.

2013-01-01

Adolescents with mild to borderline intellectual disability (MBID) often complete schooling without mastering basic math skills, even though basic math is essential for math-related challenges in everyday life. Limited attention to cognitive skills and low executive functioning (EF) may cause this delay. We aimed to improve math skills in an…

Enhancing Mathematical Communication for Virtual Math Teams

Science.gov (United States)

Stahl, Gerry; Çakir, Murat Perit; Weimar, Stephen; Weusijana, Baba Kofi; Ou, Jimmy Xiantong

2010-01-01

The Math Forum is an online resource center for pre-algebra, algebra, geometry and pre-calculus. Its Virtual Math Teams (VMT) service provides an integrated web-based environment for small teams of people to discuss math and to work collaboratively on math problems or explore interesting mathematical micro-worlds together. The VMT Project studies…

Math-Gender Stereotypes in Elementary School Children

Science.gov (United States)

Cvencek, Dario; Meltzoff, Andrew N.; Greenwald, Anthony G.

2011-01-01

A total of 247 American children between 6 and 10 years of age (126 girls and 121 boys) completed Implicit Association Tests and explicit self-report measures assessing the association of (a) "me" with "male" (gender identity), (b) "male" with "math" (math-gender stereotype), and (c) "me" with "math" (math self-concept). Two findings emerged.…

Thermodynamics of Supercooled and Glassy Water

Science.gov (United States)

Debenedetti, Pablo G.

1998-03-01

The behavior of metastable water at low temperatures is unusual. The isothermal compressibility, the isobaric heat capacity, and the magnitude of the thermal expansion coefficient increase sharply upon supercooling, and structural relaxation becomes extremely sluggish at temperatures far above the glass transition(Angell, C.A., Annu. Rev. Phys. Chem., 34, 593, 1983)(Debenedetti, P.G., Metastable Liquids. Concepts and Principles, Princeton University Press, 1996). Water has two distinct glassy phases, low- and high-density amorphous ice (LDA, HDA). The transition between LDA and HDA is accompanied by sharp volume and enthalpy changes, and appears to be first-order(Mishima, O., L.D.Calvert, and E. Whalley, Nature, 314, 76, 1985)(Mishima, O., J. Chem. Phys., 100, 5910, 1994). The understanding of these observations in terms of an underlying global phase behavior remains incomplete(Speedy, R.J., J. Phys. Chem., 86, 982, 1982)(Poole, P.H., F. Sciortino, U. Essman, and H.E. Stanley, Nature, 360, 324, 1992)(Sastry, S., P.G. Debenedetti, F. Sciortino, and H.E. Stanley, Phys. Rev. E, 53, 6144, 1996)(Tanaka, H., Nature, 380, 328, 1996)(Xie, Y., K.F. Ludwig, G. Morales, D.E. Hare, and C.M. Sorensen, Phys. Rev. Lett., 71, 2050, 1993). Microscopic theories and computer simulations suggest several scenarios that can reproduce some experimental observations. Interesting and novel ideas have resulted from this body of theoretical work, such as the possibility of liquid-liquid immiscibility in a pure substance(Poole, P.H., F.Sciortino, T.Grande, H.E. Stanley, and C.A. Angell, Phys. Rev. Lett., 73, 1632, 1994)(Roberts, C.J., and P.G. Debenedetti, J. Chem. Phys., 105, 658, 1996)(Roberts, C.J., P.G. Debenedetti, and A.Z. Panagiotopoulos, Phys. Rev. Lett., 77, 4386, 1996)(Harrington, S., R. Zhang, P.H. Poole, F. Sciortino, and H.E. Stanley, Phys. Rev. Lett., 78, 2409, 1997). In this talk I will review the experimental facts, discuss their theoretical interpretation, and identify key

An Investigation of Boys' and Girls' Emotional Experience of Math, Their Math Performance, and the Relation between These Variables

Science.gov (United States)

Erturan, Selin; Jansen, Brenda

2015-01-01

Gender differences in children's emotional experience of math, their math performance, and the relation between these variables were investigated in two studies. In Study 1, test anxiety, math anxiety, and math performance (whole-number computation) were measured in 134 children in grades 3-8 (ages 7-15 years). In Study 2, perceived math…

Effects of Math Anxiety and Perfectionism on Timed versus Untimed Math Testing in Mathematically Gifted Sixth Graders

Science.gov (United States)

Tsui, Joanne M.; Mazzocco, Michele M. M.

2006-01-01

This study was designed to examine the effects of math anxiety and perfectionism on math performance, under timed testing conditions, among mathematically gifted sixth graders. We found that participants had worse math performance during timed versus untimed testing, but this difference was statistically significant only when the timed condition…

Low temperature spin dynamics and high pressure effects in frustrated pyrochlores

Science.gov (United States)

Mirebeau, Isabelle

2008-03-01

high pressure and neutron physicist, who died accidentally on Nov. 4^th, 2007. [1] J. S. Gardner et al., Phys. Rev. Lett. 82, 1012, (1999). [2] I. Mirebeau et al., Phys. Rev. Lett. 94, 246402, (2005). [3] B. D. Gaulin et al., Phys. Rev. Lett. 69, 3244, (1992). [4] I. Mirebeau et al. Nature 420, 54 (2002); Phys. Rev. Lett. 93, 187204, (2004). [5] F. Bert et al., Phys. Rev. Lett. 97, 117203, (2006) ; P. Dalmas de R'eotier et al., Phys. Rev. Lett. 96, 127202, (2006). [6] I. Mirebeau, P. Bonville, M. Hennion, Phys. Rev. 76, 184436, (2007). [7] A. Apetrei et al, Phys. Rev. Lett. 97, 206401, (2006).

La maison des mathématiques

CERN Document Server

Villani, Cédric; Moncorgé, Vincent

2014-01-01

Comment travaillent les mathématiciens ? C'est peut-être en se promenant dans les couloirs de la première des " maisons des mathématiques " de France, l'institut Henri Poincaré, que l'on trouvera quelques réponses. Le mathématicien Cédric Villani et le physicien Jean-Philippe Uzan nous invitent à découvrir cette discipline et ses acteurs. Au fil des pages on suit, à travers de superbes images signées du photographe Vincent Moncorgé, la façon dont se fabrique cette science qui reste souvent mystérieuse. Toutes les dimensions, scientifique, esthétique et poétique, des mathématiques sont convoquées grâce à des regards croisés : la diversité des inspirations des chercheurs, la source de leur créativité, l'imaginaire littéraire et artistique des mathématiques, la drôle de tribu des mathématiciens. Un voyage au cœur de cette " auberge espagnole " des mathématiques, campus " à la française " accueillant des centaines de chercheurs du monde entier, devenu un lieu d'émulation et d'éc...

Opportunities for Learning Math in Elementary School: Implications for SES Disparities in Procedural and Conceptual Math Skills

Science.gov (United States)

Bachman, Heather J.; Votruba-Drzal, Elizabeth; El Nokali, Nermeen E.; Castle Heatly, Melissa

2015-01-01

The present study examined whether multiple opportunities to learn math were associated with smaller socioeconomic status (SES) disparities in fifth-grade math achievement using data from the NICHD Study of Early Child Care and Youth Development (SECCYD; N = 1,364). High amounts of procedural math instruction were associated with higher…

Developmental Math Programs in California Community College: An Analysis of Math Boot Camp at Cosumnes River College

Science.gov (United States)

Powell, Torence J.

2017-01-01

The California Community College system, as an open access institution, is tasked with helping students who possess math skills far below college-level complete math course requirements for obtaining an associate degree or transfer to a university. Colleges have created various developmental math programs to achieve this mission; this paper…

Math anxiety and exposure to statistics in messages about genetically modified foods: effects of numeracy, math self-efficacy, and form of presentation.

Science.gov (United States)

Silk, Kami J; Parrott, Roxanne L

2014-01-01

Health risks are often communicated to the lay public in statistical formats even though low math skills, or innumeracy, have been found to be prevalent among lay individuals. Although numeracy has been a topic of much research investigation, the role of math self-efficacy and math anxiety on health and risk communication processing has received scant attention from health communication researchers. To advance theoretical and applied understanding regarding health message processing, the authors consider the role of math anxiety, including the effects of math self-efficacy, numeracy, and form of presenting statistics on math anxiety, and the potential effects for comprehension, yielding, and behavioral intentions. The authors also examine math anxiety in a health risk context through an evaluation of the effects of exposure to a message about genetically modified foods on levels of math anxiety. Participants (N = 323) were randomly assigned to read a message that varied the presentation of statistical evidence about potential risks associated with genetically modified foods. Findings reveal that exposure increased levels of math anxiety, with increases in math anxiety limiting yielding. Moreover, math anxiety impaired comprehension but was mediated by perceivers' math confidence and skills. Last, math anxiety facilitated behavioral intentions. Participants who received a text-based message with percentages were more likely to yield than participants who received either a bar graph with percentages or a combined form. Implications are discussed as they relate to math competence and its role in processing health and risk messages.

Fiscal Year 2011 Director’s Strategic Initiative Final Report Heterogeneous Device Architectures Incorporating Nitride Semiconductors for Enhanced Functionality of Optoelectronic Devices

Science.gov (United States)

2014-03-01

necessary. We achieved growth of a-plane InGaN epitaxial layers on double-sided polished r-plane sapphire using a Veeco Modular Gen II molecular beam...Yamanishi, M. Phys. Rev. Lett. 1987, 59, 1014. 35. Yablonovitch, E.; Heritage , J. P.; Aspnes, D. E.; Yafet, Y. Phys. Rev. Lett 1989, 63, 976; 1989, 63...Sources Based on Polarization in Bulk InGaN Films. International Conference on Ultrafast Phenomena, Lausanne, Switzerland , July 2012. Rodak, L. E. et

Improved W\\'{o}jcik's Eavesdropping Attack on Ping-Pong Protocol Without Eavesdropping-Induced Channel Loss

OpenAIRE

Zhang, Zhan-jun; Li, Yong; Man, Zhong-xiao

2004-01-01

The eavesdropping scheme proposed by W\\'{o}jcik [Phys. Rev. Lett. {\\bf 90},157901(2003)] on the ping-pong protocol [Phys. Rev. Lett. {\\bf 89}, 187902(2002)] is improved by constituting a new set of attack operations. The improved scheme has a zero eavesdropping-induced channel loss and produces perfect anticorrelation. Therefore, the eavesdropper Eve can safely attack all the transmitted bits and the eavesdropping information gain can always exceed the legitimate user's information gain in th...

Theory of Multipartite Entanglement for X-States

Science.gov (United States)

2015-04-29

Greenberger-Horne- Zeilinger (GHZ) state [9] and we explain below an approximation that reduces their density matrix to an X-state for all times. X-states...Blatt, Phys. Rev. Lett. 106, 130506 (2011). [9] D. Bouwmeester, J.-W. Pan, M. Daniell, H. Weinfurter, and A. Zeilinger , Phys. Rev. Lett. 82, 1345...Gasparoni, R. Ursin, G. Weihs, and A. Zeilinger , Nature (2003). [88] R. Dong, M. Lassen, J. Heersink, C. Marquardt, R. Filip, G. Leuchs, and U. L. Andersen

Les grands problèmes mathématiques ils orientent l'avenir des maths

CERN Document Server

2012-01-01

Les mathématiques ont leurs sept merveilles ! Il s’agit des sept problèmes du millénaire, mis à prix à un million de dollars chacun par l’Institut Clay de mathématiques en 2000. Mais l’intelligence des mathématiciens est aussi mise à l’épreuve par bien d’autres problèmes, tels ceux de Hilbert. Découvrez dans ce numéro comment ces énigmes orientent l’avenir de la discipline ouvrant la voie à de nouvelles connaissances fondamentales.

Math starters 5- to 10-minute activities aligned with the common core math standards, grades 6-12

CERN Document Server

Muschla, Judith A; Muschla, Erin

2013-01-01

A revised edition of the bestselling activities guide for math teachers Now updated with new math activities for computers and mobile devices-and now organized by the Common Core State Standards-this book includes more than 650 ready-to-use math starter activities that get kids quickly focused and working as soon as they enter the classroom. Ideally suited for any math curriculum, these high-interest problems spark involvement in the day's lesson, help students build skills, and allow teachers to handle daily management tasks without wasting valuable instructional time. A newly updated edit

How to upload a physical quantum state into correlation space

International Nuclear Information System (INIS)

Morimae, Tomoyuki

2011-01-01

In the framework of the computational tensor network [Phys. Rev. Lett. 98, 220503 (2007)], the quantum computation is performed in a virtual linear space called the correlation space. It was recently shown [Phys. Rev. Lett. 103, 050503 (2009)] that a state in a correlation space can be downloaded to the real physical space. In this paper, conversely, we study how to upload a state from a real physical space to the correlation space. After showing the impossibility of cloning a state between a real physical space and the correlation space, we propose a simple teleportation-like method of uploading. This method also enables the Gottesman-Chuang gate teleportation trick and entanglement swapping in the virtual-real hybrid setting. Furthermore, compared with the inverse of the downloading method by Cai et al. [Phys. Rev. Lett. 103, 050503 (2009)], which also works to upload, the proposed uploading method has several advantages.

Spectral bounds for the PT-breaking Hamiltonian p2 + x4 + iax

International Nuclear Information System (INIS)

Handy, C R; Wang Xiaoqian

2003-01-01

The non-Hermitian Hamiltonian p 2 + x 4 + iax, which spontaneously breaks PT-symmetry, and the subject of a recent study by Bender et al (2001 J. Phys. A: Math. Gen. 34 L31), is amenable to a positivity representation, facilitating the generation of converging bounds to the complex-eigenenergies of the PT-breaking states. This system is much easier (i.e. fewer variational parameters) than the previously studied case of the Hamiltonian p 2 + ix 3 + iax (2001 Handy J. Phys. A: Math. Gen. 34 5065, Handy et al 2001 J. Phys. A: Math. Gen. 34 5593), as first proposed by Delabaere and Trinh (2000 J. Phys. A: Math. Gen. 33 8771), enabling the generation of low order algebraic spectral bounds (i.e. Re(E) > 81/4 (Im(E)/a) 4 + O(a 2 )), in addition to high order, numerically generated, converging bounds to the discrete states. We examine both approaches here

Exploring Physics with Computer Animation and PhysGL

Science.gov (United States)

Bensky, T. J.

2016-10-01

This book shows how the web-based PhysGL programming environment (http://physgl.org) can be used to teach and learn elementary mechanics (physics) using simple coding exercises. The book's theme is that the lessons encountered in such a course can be used to generate physics-based animations, providing students with compelling and self-made visuals to aid their learning. Topics presented are parallel to those found in a traditional physics text, making for straightforward integration into a typical lecture-based physics course. Users will appreciate the ease at which compelling OpenGL-based graphics and animations can be produced using PhysGL, as well as its clean, simple language constructs. The author argues that coding should be a standard part of lower-division STEM courses, and provides many anecdotal experiences and observations, that include observed benefits of the coding work.

Choke or thrive? The relation between salivary cortisol and math performance depends on individual differences in working memory and math-anxiety.

Science.gov (United States)

Mattarella-Micke, Andrew; Mateo, Jill; Kozak, Megan N; Foster, Katherine; Beilock, Sian L

2011-08-01

In the current study, we explored how a person's physiological arousal relates to their performance in a challenging math situation as a function of individual differences in working memory (WM) capacity and math-anxiety. Participants completed demanding math problems before and after which salivary cortisol, an index of arousal, was measured. The performance of lower WM individuals did not depend on cortisol concentration or math-anxiety. For higher WM individuals high in math-anxiety, the higher their concentration of salivary cortisol following the math task, the worse their performance. In contrast, for higher WM individuals lower in math-anxiety, the higher their salivary cortisol concentrations, the better their performance. For individuals who have the capacity to perform at a high-level (higher WMs), whether physiological arousal will lead an individual to choke or thrive depends on math-anxiety. 2011 APA, all rights reserved

Chemical Reactions at the in vacuo Au/InP Interface.

Science.gov (United States)

1987-07-25

Phys. C: Solid State Phys. 10, 4545 (1977). 2 A. Hiraki, K. Shuto, S. Kim, W. Kanmnura, and M. Iwami, Appl.Phys. Letts. 31, 611 (1977). 3. P.W. Chye ...Pelous, and P. Henoc, J.Appl.Phys. 52, 5112 (1981). 13. 1. Camlibel, A.K. Chin , F. Ermanis, M.A. DiGiuseppe, J.A. Lourenco and W.A. Bonner

Theory of transport through molecular magnets

Science.gov (United States)

Schoeller, Herbert

2007-03-01

Quantum transport through single molecular magnets (SMM) is starting to become a new exciting field in molecular spin electronics. Recent experiments [1,2] have shown that magnetic excitations can be identified in transport measurements and that NDC effects and complete current suppression can be explained by charge dependent anisotropies. Recent theoretical investigations [3,4,5] are presented which demonstrate fingerprints of quantum tunneling of magnetization (QTM). For weak tunneling, the violation of spin-selection rules leads to the occurence of fake resonances with temperature-dependent position [3]. For strongtunneling, it is show that a pseudo spin-1/2 Kondo effect is induced by QTM. If the Kondo temperature TK is smaller than the distance to excited magnetic states, selection rules depending on spin and symmetry of the SMM are derived for the Kondo effect to occur [4]. If TK exceeds the anisotropy barrier, it is shown that a reentrant Kondo effect can be induced by application of a longitudinal magnetic field for SMM with half-integer or integer spin [5]. This effect can be used for transport spectroscopy of the various anisotropies characterizing a SMM. [1] H.B. Heersche et al., Phys. Rev. Lett. 96, 206801 (2006). [2] Moon-Ho Jo et al., Nano Lett. 6, 2014 (2006). [3] C. Romeike, M.R. Wegewijs, H. Schoeller, Phys. Rev. Lett. 96, 196805 (2006). [4] C. Romeike, M.R. Wegewijs, W. Hofstetter, H. Schoeller, Phys. Rev. Lett. 96, 196601 (2006). [5] C. Romeike, M.R. Wegewijs, W. Hofstetter, H. Schoeller, to be published in Phys. Rev. Lett., cond-mat/0605514.

An Annotated Math Lab Inventory.

Science.gov (United States)

Schussheim, Joan Yares

1980-01-01

A listing of mathematics laboratory material is organized as follows: learning kits, tape programs, manipulative learning materials, publications, math games, math lab library, and an alphabetized listing of publishers and/or companies offering materials. (MP)

Culture and math.

Science.gov (United States)

Tcheang, Lili

2014-01-01

Cultural differences have been shown across a number of different cognitive domains from vision, language, and music. Mathematical cognition is another domain that is an integral part of modern society and because there are a fixed number of ways in which many math operations can be performed, it is also an apposite tool for cultural comparisons. This discussion examines the literature on mathematical processing in accordance with culture, summarizing the brain regions involved across various mathematical tasks. In doing so, we provide a clear picture of the anatomical similarities and differences between cultures when performing different math tasks. This information is useful to explore the possibility of enhancement of mathematical skills, where different strategies may be applicable in accordance with culture. It also contributes to the evolutionary development of different math skills and the growing theory that anatomical and behavioral studies must account for the cultural identity of their sample.

A Macroscopic Multifractal Analysis of Parabolic Stochastic PDEs

Science.gov (United States)

Khoshnevisan, Davar; Kim, Kunwoo; Xiao, Yimin

2018-05-01

It is generally argued that the solution to a stochastic PDE with multiplicative noise—such as \\dot{u}= 1/2 u''+uξ, where {ξ} denotes space-time white noise—routinely produces exceptionally-large peaks that are "macroscopically multifractal." See, for example, Gibbon and Doering (Arch Ration Mech Anal 177:115-150, 2005), Gibbon and Titi (Proc R Soc A 461:3089-3097, 2005), and Zimmermann et al. (Phys Rev Lett 85(17):3612-3615, 2000). A few years ago, we proved that the spatial peaks of the solution to the mentioned stochastic PDE indeed form a random multifractal in the macroscopic sense of Barlow and Taylor (J Phys A 22(13):2621-2626, 1989; Proc Lond Math Soc (3) 64:125-152, 1992). The main result of the present paper is a proof of a rigorous formulation of the assertion that the spatio-temporal peaks of the solution form infinitely-many different multifractals on infinitely-many different scales, which we sometimes refer to as "stretch factors." A simpler, though still complex, such structure is shown to also exist for the constant-coefficient version of the said stochastic PDE.

A Macroscopic Multifractal Analysis of Parabolic Stochastic PDEs

Science.gov (United States)

Khoshnevisan, Davar; Kim, Kunwoo; Xiao, Yimin

2018-04-01

It is generally argued that the solution to a stochastic PDE with multiplicative noise—such as \\dot{u}= 1/2 u''+uξ, where {ξ} denotes space-time white noise—routinely produces exceptionally-large peaks that are "macroscopically multifractal." See, for example, Gibbon and Doering (Arch Ration Mech Anal 177:115-150, 2005), Gibbon and Titi (Proc R Soc A 461:3089-3097, 2005), and Zimmermann et al. (Phys Rev Lett 85(17):3612-3615, 2000). A few years ago, we proved that the spatial peaks of the solution to the mentioned stochastic PDE indeed form a random multifractal in the macroscopic sense of Barlow and Taylor (J Phys A 22(13):2621-2626, 1989; Proc Lond Math Soc (3) 64:125-152, 1992). The main result of the present paper is a proof of a rigorous formulation of the assertion that the spatio-temporal peaks of the solution form infinitely-many different multifractals on infinitely-many different scales, which we sometimes refer to as "stretch factors." A simpler, though still complex, such structure is shown to also exist for the constant-coefficient version of the said stochastic PDE.

Brane-world cosmology and inflation

Indian Academy of Sciences (India)

A Lukas and D Skinner, J. High Energy Phys. 0109, 020 (2001). M C Bento, O Bertolami and A A Sen, Phys. Rev. D67, 063511 (2003). [8] J Garriga and M Sasaki, Phys. Rev. D62, 043523 (2000). [9] K Koyama and J Soda, Phys. Lett. B483, 432 (2000). [10] S Kanno, M Sasaki and J Soda, Prog. Theor. Phys. 109, 357 (2003).

Trajectories of Self-Perceived Math Ability, Utility Value and Interest across Middle School as Predictors of High School Math Performance

Science.gov (United States)

Petersen, Jennifer Lee; Hyde, Janet Shibley

2017-01-01

Although many studies have documented developmental change in mathematics motivation, little is known about how these trends predict math performance. A sample of 288 participants from the United States reported their perceived math ability, math utility value and math interest in 5th, 7th and 9th grades. Latent growth curve models estimated…

Neural correlates of math anxiety - an overview and implications.

Science.gov (United States)

Artemenko, Christina; Daroczy, Gabriella; Nuerk, Hans-Christoph

2015-01-01

Math anxiety is a common phenomenon which can have a negative impact on numerical and arithmetic performance. However, so far little is known about the underlying neurocognitive mechanisms. This mini review provides an overview of studies investigating the neural correlates of math anxiety which provide several hints regarding its influence on math performance: while behavioral studies mostly observe an influence of math anxiety on difficult math tasks, neurophysiological studies show that processing efficiency is already affected in basic number processing. Overall, the neurocognitive literature suggests that (i) math anxiety elicits emotion- and pain-related activation during and before math activities, (ii) that the negative emotional response to math anxiety impairs processing efficiency, and (iii) that math deficits triggered by math anxiety may be compensated for by modulating the cognitive control or emotional regulation network. However, activation differs strongly between studies, depending on tasks, paradigms, and samples. We conclude that neural correlates can help to understand and explore the processes underlying math anxiety, but the data are not very consistent yet.

Coxeter groups A4, B4 and D4 for two-qubit systems

Indian Academy of Sciences (India)

2008). [40] M Koca, R Koç and M Al-Barwani, J. Math. Phys. 44, 3123 (2003). [41] A Kossakowski and M Ohya, Infin. Dimens. Anal. Quantum. Probab. Relat. Top. 10, 411. (2007). [42] M Koca, R Koç and M Al-Barwani, J. Phys. A: Math. Gen.

Enhancing Mathematical Communication for Virtual Math Teams

Directory of Open Access Journals (Sweden)

Gerry Stahl

2010-06-01

Full Text Available The Math Forum is an online resource center for pre-algebra, algebra, geometry and pre-calculus. Its Virtual Math Teams (VMT service provides an integrated web-based environment for small teams of people to discuss math and to work collaboratively on math problems or explore interesting mathematical micro-worlds together. The VMT Project studies the online math discourse that takes place during sessions of virtual math teams working on open-ended problem-solving tasks. In particular, it investigates methods of group cognition that are employed by teams in this setting. The VMT environment currently integrates social networking, synchronous text chat, a shared whiteboard for drawing, web browsers and an asynchronous wiki for exchanging findings within the larger community. A simple version of MathML is supported in the whiteboard, chat and wiki for displaying mathematical expressions. The VMT Project is currently integrating the dynamic mathematics application, GeoGebra, into its collaboration environment. This will create a multi-user version of GeoGebra, which can be used in concert with the chat, web browsers, curricular topics and wiki repository.

Worrying Thoughts Limit Working Memory Capacity in Math Anxiety.

Science.gov (United States)

Shi, Zhan; Liu, Peiru

2016-01-01

Sixty-one high-math-anxious persons and sixty-one low-math-anxious persons completed a modified working memory capacity task, designed to measure working memory capacity under a dysfunctional math-related context and working memory capacity under a valence-neutral context. Participants were required to perform simple tasks with emotionally benign material (i.e., lists of letters) over short intervals while simultaneously reading and making judgments about sentences describing dysfunctional math-related thoughts or sentences describing emotionally-neutral facts about the world. Working memory capacity for letters under the dysfunctional math-related context, relative to working memory capacity performance under the valence-neutral context, was poorer overall in the high-math-anxious group compared with the low-math-anxious group. The findings show a particular difficulty employing working memory in math-related contexts in high-math-anxious participants. Theories that can provide reasonable interpretations for these findings and interventions that can reduce anxiety-induced worrying intrusive thoughts or improve working memory capacity for math anxiety are discussed.

Families of quantum fingerprinting protocols

Science.gov (United States)

Lovitz, Benjamin; Lütkenhaus, Norbert

2018-03-01

We introduce several families of quantum fingerprinting protocols to evaluate the equality function on two n -bit strings in the simultaneous message passing model. The original quantum fingerprinting protocol uses a tensor product of a small number of O (logn ) -qubit high-dimensional signals [H. Buhrman et al., Phys. Rev. Lett. 87, 167902 (2001), 10.1103/PhysRevLett.87.167902], whereas a recently proposed optical protocol uses a tensor product of O (n ) single-qubit signals, while maintaining the O (logn ) information leakage of the original protocol [J. M. Arazola and N. Lütkenhaus, Phys. Rev. A 89, 062305 (2014), 10.1103/PhysRevA.89.062305]. We find a family of protocols which interpolate between the original and optical protocols while maintaining the O (logn ) information leakage, thus demonstrating a tradeoff between the number of signals sent and the dimension of each signal. There has been interest in experimental realization of the recently proposed optical protocol using coherent states [F. Xu et al., Nat. Commun. 6, 8735 (2015), 10.1038/ncomms9735; J.-Y. Guan et al., Phys. Rev. Lett. 116, 240502 (2016), 10.1103/PhysRevLett.116.240502], but as the required number of laser pulses grows linearly with the input size n , eventual challenges for the long-time stability of experimental setups arise. We find a coherent state protocol which reduces the number of signals by a factor 1/2 while also reducing the information leakage. Our reduction makes use of a simple modulation scheme in optical phase space, and we find that more complex modulation schemes are not advantageous. Using a similar technique, we improve a recently proposed coherent state protocol for evaluating the Euclidean distance between two real unit vectors [N. Kumar et al., Phys. Rev. A 95, 032337 (2017), 10.1103/PhysRevA.95.032337] by reducing the number of signals by a factor 1/2 and also reducing the information leakage.

Untitled

Indian Academy of Sciences (India)

. Steudel H. 1977 Ann, Phys. 34 188 1971 - . Zakharov V E and Shabat A B 1971 Z. Exsp. Thor, Fiz. 61 118. Zakharov V E and Manakov S W 1973 Soy. Phys. JETP Lett. 18 243. Zakharov V E and Manakov S W 1976 Soy. Phys, JETP 42 842.

Phylogeny of the TRAF/MATH domain.

Science.gov (United States)

Zapata, Juan M; Martínez-García, Vanesa; Lefebvre, Sophie

2007-01-01

The TNF-receptor associated factor (TRAF) domain (TD), also known as the meprin and TRAF-C homology (MATH) domain is a fold of seven anti-parallel p-helices that participates in protein-protein interactions. This fold is broadly represented among eukaryotes, where it is found associated with a discrete set of protein-domains. Virtually all protein families encompassing a TRAF/MATH domain seem to be involved in the regulation of protein processing and ubiquitination, strongly suggesting a parallel evolution of the TRAF/MATH domain and certain proteolysis pathways in eukaryotes. The restricted number of living organisms for which we have information of their genetic and protein make-up limits the scope and analysis of the MATH domain in evolution. However, the available information allows us to get a glimpse on the origins, distribution and evolution of the TRAF/MATH domain, which will be overviewed in this chapter.

Eikonal instability of Gauss-Bonnet-(anti-)-de Sitter black holes

Science.gov (United States)

Konoplya, R. A.; Zhidenko, A.

2017-05-01

Here we have shown that asymptotically anti-de Sitter (AdS) black holes in the Einstein-Gauss-Bonnet (GB) theory are unstable under linear perturbations of space-time in some region of parameters. This (eikonal) instability develops at high multipole numbers. We found the exact parametric regions of the eikonal instability and extended this consideration to asymptotically flat and de Sitter cases. The approach to the threshold of instability is driven by purely imaginary quasinormal modes, which are similar to those found recently in Grozdanov, Kaplis, and Starinets, [J. High Energy Phys. 07 (2016) 151, 10.1007/JHEP07(2016)151] for the higher curvature corrected black hole with the planar horizon. The found instability may indicate limits of holographic applicability of the GB-AdS backgrounds. Recently, through the analysis of critical behavior in AdS space-time in the presence of the Gauss-Bonnet term, it was shown [Deppe et al, Phys. Rev. Lett. 114, 071102 (2015), 10.1103/PhysRevLett.114.071102], that, if the total energy content of the AdS space-time is small, then no black holes can be formed with mass less than some critical value. A similar mass gap was also found when considering collapse of mass shells in asymptotically flat Gauss-Bonnet theories [Frolov, Phys. Rev. Lett. 115, 051102 (2015), 10.1103/PhysRevLett.115.051102]. The found instability of all sufficiently small Einstein-Gauss-Bonnet-AdS, dS and asymptotically flat black holes may explain the existing mass gaps in their formation.

Exploring one-particle orbitals in large many-body localized systems

Science.gov (United States)

Villalonga, Benjamin; Yu, Xiongjie; Luitz, David J.; Clark, Bryan K.

2018-03-01

Strong disorder in interacting quantum systems can give rise to the phenomenon of many-body localization (MBL), which defies thermalization due to the formation of an extensive number of quasilocal integrals of motion. The one-particle operator content of these integrals of motion is related to the one-particle orbitals (OPOs) of the one-particle density matrix and shows a strong signature across the MBL transition as recently pointed out by Bera et al. [Phys. Rev. Lett. 115, 046603 (2015), 10.1103/PhysRevLett.115.046603; Ann. Phys. 529, 1600356 (2017), 10.1002/andp.201600356]. We study the properties of the OPOs of many-body eigenstates of an MBL system in one dimension. Using shift-and-invert MPS, a matrix product state method to target highly excited many-body eigenstates introduced previously [Phys. Rev. Lett. 118, 017201 (2017), 10.1103/PhysRevLett.118.017201], we are able to obtain accurate results for large systems of sizes up to L =64 . We find that the OPOs drawn from eigenstates at different energy densities have high overlap and their occupations are correlated with the energy of the eigenstates. Moreover, the standard deviation of the inverse participation ratio of these orbitals is maximal at the nose of the mobility edge. Also, the OPOs decay exponentially in real space, with a correlation length that increases at low disorder. In addition, we find that the probability distribution of the strength of the large-range coupling constants of the number operators generated by the OPOs approach a log-uniform distribution at strong disorder.

Annual Report on Electronics Research at the University of Texas at Austin. Appendix-JSEP Sponsored Publications

Science.gov (United States)

1993-02-14

and M. 0, Scully. Phys. Rev A 2. 1170 (T1970) several hundreds of ohms at threshold, will cancel the neg- ’P. Lett, w Christian . S Singh. and L Mandel...Agullo- rueda , L. L. Chang and L. Esaki, "Observation of Tamm States’ in Superlattices," Phys. Rev. Lett., vol. 64, pp. 2555-2558, May 1990. 4. Maria...Proc. DARPA ImageUnderstanding Workshop, Los Angeles . California, images. Hence. the search space is reduced from the pp. 227-233, February (1987

Proceedings of the Workshop on High Temperature Superconductivity

Science.gov (United States)

1989-11-01

Morgenstern, Phys. Rev. Lett. 62, 681 (1989). 89. G. J. Dolan, G. V. Chandrashekhar, T. R. Dinger, C. Feild and F. Holtzberg, Phys. Rev. Lett. 62, 827 (1989...net current Jint, charge density p, electric field Eint and vector 298 potential Aint in the interior of a S-antenna. But the effects of Jint and Eint...when the dipole length £ is less than half-wave- length. Excitation coefficients are An, and are complex; Vn is the excitation vector , with components

Math Tracks: What Pace in Math Is Best for the Middle School Child?

Science.gov (United States)

Morrison, Michelle

2011-01-01

Mathematics is a critical part of academic preparation of the middle school child, or, as Dr. Maria Montessori would refer to them, children in the third plane of development. Montessori educators are sincere in their endeavors not only to prepare young students for further studies of math and the application of math in their world and careers,…

Literacy Specialists in Math Class! Closing the Achievement Gap on State Math Assessments

Science.gov (United States)

DiGisi, Lori L.; Fleming, Dianne

2005-01-01

Sixth and eighth grade students who are English language learners must be able to read and interpret 39 math word problems in order to successfully calculate the answers on the Massachusetts state math assessment (MCAS). The first year that MCAS was administered, many ELL students read the questions, found them confusing, and left them blank,…

Math at home adds up to achievement in school.

Science.gov (United States)

Berkowitz, Talia; Schaeffer, Marjorie W; Maloney, Erin A; Peterson, Lori; Gregor, Courtney; Levine, Susan C; Beilock, Sian L

2015-10-09

With a randomized field experiment of 587 first-graders, we tested an educational intervention designed to promote interactions between children and parents relating to math. We predicted that increasing math activities at home would increase children's math achievement at school. We tested this prediction by having children engage in math story time with their parents. The intervention, short numerical story problems delivered through an iPad app, significantly increased children's math achievement across the school year compared to a reading (control) group, especially for children whose parents are habitually anxious about math. Brief, high-quality parent-child interactions about math at home help break the intergenerational cycle of low math achievement. Copyright © 2015, American Association for the Advancement of Science.

Math practice and its influence on math skills and executive functions in adolescents with mild to borderline intellectual disability

NARCIS (Netherlands)

Jansen, B.R.J.; Lange, E.; van der Molen, M.J.

2013-01-01

Adolescents with mild to borderline intellectual disability (MBID) often complete schooling without mastering basic math skills, even though basic math is essential for math-related challenges in everyday life. Limited attention to cognitive skills and low executive functioning (EF) may cause this

Worrying Thoughts Limit Working Memory Capacity in Math Anxiety.

Directory of Open Access Journals (Sweden)

Zhan Shi

Full Text Available Sixty-one high-math-anxious persons and sixty-one low-math-anxious persons completed a modified working memory capacity task, designed to measure working memory capacity under a dysfunctional math-related context and working memory capacity under a valence-neutral context. Participants were required to perform simple tasks with emotionally benign material (i.e., lists of letters over short intervals while simultaneously reading and making judgments about sentences describing dysfunctional math-related thoughts or sentences describing emotionally-neutral facts about the world. Working memory capacity for letters under the dysfunctional math-related context, relative to working memory capacity performance under the valence-neutral context, was poorer overall in the high-math-anxious group compared with the low-math-anxious group. The findings show a particular difficulty employing working memory in math-related contexts in high-math-anxious participants. Theories that can provide reasonable interpretations for these findings and interventions that can reduce anxiety-induced worrying intrusive thoughts or improve working memory capacity for math anxiety are discussed.

The Sum of All Fears: The Effects of Math Anxiety on Math Achievement in Fifth Grade Students and the Implications for School Counselors

Science.gov (United States)

Ruff, Sarah E.; Boes, Susan R.

2014-01-01

Low math achievement is a recurring weakness in many students. Math anxiety is a persistent and significant theme to math avoidance and low achievement. Causes for math anxiety include social, cognitive, and academic factors. Interventions to reduce math anxiety are limited as they exclude the expert skills of professional school counselors to…

Students as Math Level Designers

DEFF Research Database (Denmark)

Jensen, Erik Ottar; Hanghøj, Thorkild; Schoenau-Fog, Henrik

The short paper presents preliminary findings from a pilot study on how students become motivated through design of learning games in math. The research is carried out in a Danish public school with two classes of 5th graders (N = 42 students). Over the course of two weeks, the students work...... with a design template for a runner game in the Unity 3D game design engine. The students are introduced to the concept of “flow” (Csikszentmihalyi, 1991) as a game design principle and are asked to design levels for a math runner game, which are both engaging as well as a meaningful way of learning math....... In this way, the students are positioned as “math level designers”, which means that they both have to redesign the difficulty of the runner game as well as the difficulty of the mathematical questions and possible answers....

Math you can really use--every day

CERN Document Server

Herzog, David Alan

2007-01-01

Math You Can Really Use--Every Day skips mind-numbing theory and tiresome drills and gets right down to basic math that helps you do real-world stuff like figuring how much to tip, getting the best deals shopping, computing your gas mileage, and more. This is not your typical, dry math textbook. With a comfortable, easygoing approach, it: Covers math you''ll need for balancing your checkbook, choosing or managing credit cards, comparing options for mortgages, insurance, and investments, and moreIncludes the basics on fractions, decimals, percentages, measurements, and geometric mathClues you in on simple shortcutsIncludes examples plus pop quizzes with answers to help you solidify your understanding Features tear-out guides you can take with you for tipping and converting measurements Want to know how much 20% off is in dollars and cents? Want to figure out how much gas is going to cost for your road trip? This is the math book you''ll really use!

Identifying Maths Anxiety in Student Nurses and Focusing Remedial Work

Science.gov (United States)

Bull, Heather

2009-01-01

Maths anxiety interferes with maths cognition and thereby increases the risk of maths errors. To initiate strategies for preventing anxiety-related errors progressing into nursing practice, this study explored the hypothesis that student nurses experience high maths anxiety in association with poor maths performance, and that high maths anxiety is…

Characterization of high-dimensional entangled systems via mutually unbiased measurements

CSIR Research Space (South Africa)

Giovannini, D

2013-04-01

Full Text Available . Cerf, J. Phys. A 35, 10 065 (2002). [24] N. J. Cerf, M. Bourennane, A. Karlsson, and N. Gisin, Phys. Rev. Lett. 88, 127902 (2002). [25] H. Bechmann-Pasquinucci and W. Tittel, Phys. Rev. A 61, 062308 (2000). [26] S. P. Walborn, D. S. Lemelle, M. P...

The JLab polarization transfer measurements of proton elastic form ...

Indian Academy of Sciences (India)

A W Hammer, U G Meissner and D Drechsel, Phys. Lett. B385, 343 (1996). [23] P L Chung and F Coester, Phys. Rev. D44, 229 (191). [24] M R Frank, B K Jennings and G A Miller, Phys. Rev. C54, 920 (1996). [25] A V Radyushkin, Acta Phys. Polnica B15, 40 (1984). [26] G Holzwarth, Z. Phys. A356, 339 (1996). [27] E Lomon ...

The Effects of the Elevate Math Summer Program on Math Achievement and Algebra Readiness

Science.gov (United States)

Snipes, Jason; Huang, Chun-Wei; Jaquet, Karina; Finkelstein, Neal

2016-01-01

To raise math success rates in middle school, many schools and districts have implemented summer math programs designed to improve student preparation for algebra content in grade 8. However, little is known about the effectiveness of these programs. While students who participate typically experience learning gains, there is little rigorous…

Cognitive consistency and math-gender stereotypes in Singaporean children.

Science.gov (United States)

Cvencek, Dario; Meltzoff, Andrew N; Kapur, Manu

2014-01-01

In social psychology, cognitive consistency is a powerful principle for organizing psychological concepts. There have been few tests of cognitive consistency in children and no research about cognitive consistency in children from Asian cultures, who pose an interesting developmental case. A sample of 172 Singaporean elementary school children completed implicit and explicit measures of math-gender stereotype (male=math), gender identity (me=male), and math self-concept (me=math). Results showed strong evidence for cognitive consistency; the strength of children's math-gender stereotypes, together with their gender identity, significantly predicted their math self-concepts. Cognitive consistency may be culturally universal and a key mechanism for developmental change in social cognition. We also discovered that Singaporean children's math-gender stereotypes increased as a function of age and that boys identified with math more strongly than did girls despite Singaporean girls' excelling in math. The results reveal both cultural universals and cultural variation in developing social cognition. Copyright © 2013 Elsevier Inc. All rights reserved.

Math anxiety in Thai early adolescents: a cognitive-behavioral perspective.

Science.gov (United States)

Wangsiriwech, Tawatchai; Pisitsungkagarn, Kullaya; Jarukasemthawee, Somboon

2017-08-29

With its high prevalence and debilitating impact on students, math anxiety is well studied within the educational context. However, the problem has yet to be examined from the psychological perspective, which is necessary in order to produce a more comprehensive perspective and to pave the way for therapeutic intervention. The current study, therefore, was conducted to identify cognitive and behavioral factors relevant to the occurrence and maintenance of math anxiety. Data were collected from 300 grade 9 students (150 females and 150 males) from public and private schools in Bangkok, Thailand. Participants responded to the measures of math anxiety, negative math beliefs, negative math appraisals and math avoidance. Structural equation modeling was conducted. Model fit indices obtained consistently suggested the good fitness of the model to the data [e.g. χ2/df = 0.42, root mean square error of approximation (RMSEA) = 0.00]. Negative math beliefs, negative math appraisals and math avoidance had a significant direct effect on math anxiety. Additionally, the indirect effect of negative math appraisal was observed between negative math beliefs and math anxiety. In summary, the proposed model accounted for 84.5% of the variance in the anxiety. The findings are discussed with particular focus on implications for therapeutic intervention for math anxiety.

Avoidance temperament and social-evaluative threat in college students' math performance: a mediation model of math and test anxiety.

Science.gov (United States)

Liew, Jeffrey; Lench, Heather C; Kao, Grace; Yeh, Yu-Chen; Kwok, Oi-man

2014-01-01

Standardized testing has become a common form of student evaluation with high stakes, and limited research exists on understanding the roles of students' personality traits and social-evaluative threat on their academic performance. This study examined the roles of avoidance temperament (i.e., fear and behavioral inhibition) and evaluative threat (i.e., fear of failure and being viewed as unintelligent) in standardized math test and course grades in college students. Undergraduate students (N=184) from a large public university were assessed on temperamental fear and behavioral inhibition. They were then given 15 minutes to complete a standardized math test. After the test, students provided data on evaluative threat and their math performance (scores on standardized college entrance exam and average grades in college math courses). Results indicate that avoidance temperament was linked to social-evaluative threat and low standardized math test scores. Furthermore, evaluative threat mediated the influence of avoidance temperament on both types of math performance. Results have educational and clinical implications, particularly for students at risk for test anxiety and underperformance. Interventions targeting emotion regulation and stress management skills may help individuals reduce their math and test anxieties.

Can Low-Cost Online Summer Math Programs Improve Student Preparation for College-Level Math? Evidence from Randomized Experiments at Three Universities

Science.gov (United States)

Chingos, Matthew M.; Griffiths, Rebecca J.; Mulhern, Christine

2017-01-01

Every year many students enter college without the math preparation needed to succeed in their desired programs of study. Many of these students struggle to catch up, especially those who are required to take remedial math courses before entering college-level math. Increasing the number of students who begin at the appropriate level of math has…

Phonon Squeezing by Raman Scattering.

Science.gov (United States)

Nori, Franco; Hu, Xuedong

1997-03-01

We have studied quantum fluctuation properties of a crystal lattice, and proposed several mechanisms to achieve this goal(X. Hu and F. Nori, Phys. Rev. Lett. 76, 2294 (1996); Phys. Rev. B 53, 2419 (1996); preprint.).

Evaluation of the MIND Research Institute's Spatial-Temporal Math (ST Math) Program in California

Science.gov (United States)

Wendt, Staci; Rice, John; Nakamoto, Jonathan

2014-01-01

The MIND Research Institute contracted with the Evaluation Research Program at WestEd to conduct an independent assessment of mathematics outcomes in elementary school grades across California that were provided with the ST Math program. Spatial-Temporal (ST) Math is a game-based instructional software designed to boost K-5 and secondary-level…

Math anxiety differentially affects WAIS-IV arithmetic performance in undergraduates.

Science.gov (United States)

Buelow, Melissa T; Frakey, Laura L

2013-06-01

Previous research has shown that math anxiety can influence the math performance level; however, to date, it is unknown whether math anxiety influences performance on working memory tasks during neuropsychological evaluation. In the present study, 172 undergraduate students completed measures of math achievement (the Math Computation subtest from the Wide Range Achievement Test-IV), math anxiety (the Math Anxiety Rating Scale-Revised), general test anxiety (from the Adult Manifest Anxiety Scale-College version), and the three Working Memory Index tasks from the Wechsler Adult Intelligence Scale-IV Edition (WAIS-IV; Digit Span [DS], Arithmetic, Letter-Number Sequencing [LNS]). Results indicated that math anxiety predicted performance on Arithmetic, but not DS or LNS, above and beyond the effects of gender, general test anxiety, and math performance level. Our findings suggest that math anxiety can negatively influence WAIS-IV working memory subtest scores. Implications for clinical practice include the utilization of LNS in individuals expressing high math anxiety.

Tomography of the quantum state of photons entangled in high dimensions

CSIR Research Space (South Africa)

Agnew, M

2011-12-01

Full Text Available with unit trace [5]. By choosing the appropriate coefficients of the Gell-Mann matrices, we can minimize ?2, thus producing the closest physical density ma- trix that represents the high-dimensionally entangled quantum state. IV. RESULTS AND DISCUSSION.... Zeilinger, Phys. Rev. Lett. 94, 070402 (2005). [10] D. N. Matsukevich, P. Maunz, D. L. Moehring, S. Olmschenk, and C. Monroe, Phys. Rev. Lett. 100, 150404 (2008). [11] B. Jack, J. Leach, H. Ritsch, S. M. Barnett, M. J. Padgett, and S. Franke-Arnold, New...

Entanglement in a parametric converter

Energy Technology Data Exchange (ETDEWEB)

Lee, Su-Yong; Qamar, Shahid; Lee, Hai-Woong; Zubairy, M Suhail [Center for Quantum Physics, COMSATS Institute of Information Technology, Islamabad (Pakistan)], E-mail: shahid_qamar@pieas.edu.pk, E-mail: zubairy@physics.tamu.edu

2008-07-28

In this paper, we consider a parametric converter as a source of entangled radiation. We examine recently derived conditions (Hillery and Zubairy 2006 Phys. Rev. Lett. 96 050503, Duan et al 2000 Phys. Rev. Lett. 84 2722) for determining when the two output modes in a parametric converter are entangled. We show that for different initial field states, the two criteria give different conditions that ensure that the output states are entangled. We also present an input-output calculation for the entanglement of the output field.

Structural interactions in ionic liquids linked to higher-order Poisson-Boltzmann equations

Science.gov (United States)

Blossey, R.; Maggs, A. C.; Podgornik, R.

2017-06-01

We present a derivation of generalized Poisson-Boltzmann equations starting from classical theories of binary fluid mixtures, employing an approach based on the Legendre transform as recently applied to the case of local descriptions of the fluid free energy. Under specific symmetry assumptions, and in the linearized regime, the Poisson-Boltzmann equation reduces to a phenomenological equation introduced by Bazant et al. [Phys. Rev. Lett. 106, 046102 (2011)], 10.1103/PhysRevLett.106.046102, whereby the structuring near the surface is determined by bulk coefficients.

Femtosecond Laser Microstructuring and Chalcogen Inclusion in Silicon

Science.gov (United States)

2011-02-12

photodetectors. The authors would like to acknowledge Dr. Hao Chen, Ariane E. Beck , Dr. Shuling Wang, and Dr. Gauri V. Karve for helpful discussions. This...2002. 3Z. Huang, J. Oh, and J. C. Campbell, Appl. Phys. Lett. 85, 2386 2004. 4Z. Huang, N. Kong, X. Guo, N. Duan, M. Liu, A. L. Beck , S. K...surfaces microstructured in air," Appl. Phys. Lett. 81, 1999-2001 (2002) [doi:10.1063/1.1504868]. [49] S. Tong, X. N. Liu, T. Gao, X. M. Baa , Y

Hawking radiation, effective actions and covariant boundary conditions

International Nuclear Information System (INIS)

Banerjee, Rabin; Kulkarni, Shailesh

2008-01-01

From an appropriate expression for the effective action, the Hawking radiation from charged black holes is derived, using only covariant boundary conditions at the event horizon. The connection of our approach with the Unruh vacuum and the recent analysis [S.P. Robinson, F. Wilczek, Phys. Rev. Lett. 95 (2005) 011303, (gr-qc/0502074); S. Iso, H. Umetsu, F. Wilczek, Phys. Rev. Lett. 96 (2006) 151302, (hep-th/0602146); R. Banerjee, S. Kulkarni, (arXiv: 0707.2449 [hep-th])] of Hawking radiation using anomalies is established

Survival of Rydberg atoms in intense laser fields and the role of nondipole effects

Science.gov (United States)

Klaiber, Michael; Dimitrovski, Darko

2015-02-01

We consider the interaction of Rydberg atoms with strong infrared laser pulses using an approach based on the Magnus expansion of the time evolution operator. First-order corrections beyond the electric dipole approximation are also included in the theory. We illustrate the dynamics of the interaction at the parameters of the experiment [Eichmann et al., Phys. Rev. Lett. 110, 203002 (2013), 10.1103/PhysRevLett.110.203002]. It emerges that the depletion of Rydberg atoms in this regime comes predominantly from the nondipole effects.

Saxon Math. What Works Clearinghouse Intervention Report

Science.gov (United States)

What Works Clearinghouse, 2017

2017-01-01

"Saxon Math" is a curriculum for students in grades K-12. The amount of new math content students receive each day is limited and students practice concepts every day. New concepts are developed, reviewed, and practiced cumulatively rather than in discrete chapters or units. This review focuses on studies of "Saxon Math"'s…

Investigating Validity of Math 105 as Prerequisite to Math 201 among Undergraduate Students, Nigeria

Science.gov (United States)

Zakariya, Yusuf F.

2016-01-01

In this study, the author examined the validity of MATH 105 as a prerequisite to MATH 201. The data for this study was extracted directly from the examination results logic of the university. Descriptive statistics in form of correlations and linear regressions were used to analyze the obtained data. Three research questions were formulated and…

Matter-wave bright solitons in effective bichromatic lattice potentials

Indian Academy of Sciences (India)

2013-08-01

Aug 1, 2013 ... M Theis, G Thalhammer, K Winkler, M Hellwig, G Ruff, R Grimm and J H Denschlag, Phys. Rev. Lett. 93, 123001 (2004). [11] Gregor Thalhammer, Matthias Theis, Klaus Winkler, Rudolf Grimm and Johannes Hecker. Denschlag, Phys. Rev. A 71, 033403 (2005). [12] H Sakaguchi and B A Malomed, Phys.

Math Education at a Crossroads

DEFF Research Database (Denmark)

Markvorsen, Steen

With an enrollment of 550 students once a year the first year course Math1 at the Technical University of Denmark is one of the largest courses at university level in Denmark. Since its re-formation 6 years ago a number of interesting valuable assets concerning undergraduate math education...

From Mxit to Dr Math

CSIR Research Space (South Africa)

Botha, Adèle

2013-02-01

Full Text Available In 2007, Laurie Butgereit, a researcher at the CSIR Meraka Institute, started to use Mxit as a communication channel to tutor her son in mathematics. Her son and a number of his friends logged in, and Dr Math was born. At the inception of Dr Math...

Math Branding in a Community College Library

Science.gov (United States)

Brantz, Malcolm; Sadowski, Edward B.

2010-01-01

As a strategy to promote the Arapahoe Community College Library's collections and services, the Library undertook to brand itself as a math resource center. In promoting one area of expertise, math was selected to help address the problem of a large portion of high school graduates' inability to work at college-level math. A "Math…

Neural correlates of math anxiety – an overview and implications

Science.gov (United States)

Artemenko, Christina; Daroczy, Gabriella; Nuerk, Hans-Christoph

2015-01-01

Math anxiety is a common phenomenon which can have a negative impact on numerical and arithmetic performance. However, so far little is known about the underlying neurocognitive mechanisms. This mini review provides an overview of studies investigating the neural correlates of math anxiety which provide several hints regarding its influence on math performance: while behavioral studies mostly observe an influence of math anxiety on difficult math tasks, neurophysiological studies show that processing efficiency is already affected in basic number processing. Overall, the neurocognitive literature suggests that (i) math anxiety elicits emotion- and pain-related activation during and before math activities, (ii) that the negative emotional response to math anxiety impairs processing efficiency, and (iii) that math deficits triggered by math anxiety may be compensated for by modulating the cognitive control or emotional regulation network. However, activation differs strongly between studies, depending on tasks, paradigms, and samples. We conclude that neural correlates can help to understand and explore the processes underlying math anxiety, but the data are not very consistent yet. PMID:26388824

Neural correlates of math anxiety – An overview and implications

Directory of Open Access Journals (Sweden)

Christina eArtemenko

2015-09-01

Full Text Available Math anxiety is a common phenomenon which can have a negative impact on numerical and arithmetic performance. However, so far little is known about the underlying neurocognitive mechanisms. This mini review provides an overview of studies investigating the neural correlates of math anxiety which provide several hints regarding its influence on math performance: while behavioral studies mostly observe an influence of math anxiety on difficult math tasks, neurophysiological studies show that processing efficiency is already affected in basic number processing. Overall, the neurocognitive literature suggests that (i math anxiety elicits emotion- and pain-related activation during and before math activities, (ii that the negative emotional response to math anxiety impairs processing efficiency, and (iii that math deficits triggered by math anxiety may be compensated for by modulating the cognitive control or emotional regulation network. However, activation differs strongly between studies, depending on tasks, paradigms and samples. We conclude that neural correlates can help to understand and explore the processes underlying math anxiety, but the data are not very consistent yet.

Firefighter Math - a web-based learning tool

Science.gov (United States)

Dan Jimenez

2010-01-01

Firefighter Math is a web based interactive resource that was developed to help prepare wildland fire personnel for math based training courses. The website can also be used as a refresher for fire calculations including slope, flame length, relative humidity, flow rates, unit conversion, etc. The website is designed to start with basic math refresher skills and...

Zinc nanoparticles in solution by laser ablation technique

Indian Academy of Sciences (India)

TECS

Fujiwara H, Yanagida S and Kamat P V 1999 J. Phys. Chem. B103 2589. Geohegan D B, Puretzky A A, Duscher G and Pennycook S J. 1998 Appl. Phys. Lett. 72 2987. Henglein A, Gutierrez M, Janata E and Ershov B G 1992 J. Phys. Chem. 96 4598. Hodak J H, Henglein A, Giersig M and Hartland G V 2000 J. Phys. Chem.

Nodal domains on isospectral quantum graphs: the resolution of isospectrality?

International Nuclear Information System (INIS)

Band, Ram; Shapira, Talia; Smilansky, Uzy

2006-01-01

We present and discuss isospectral quantum graphs which are not isometric. These graphs are the analogues of the isospectral domains in R 2 which were introduced recently in Gordon et al (1992 Bull. Am. Math. Soc. 27 134-8), Chapman (1995 Am. Math. Mon. 102 124), Buser et al (1994 Int. Math. Res. Not. 9 391-400), Okada and Shudo (2001 J. Phys. A: Math. Gen. 34 5911-22), Jakobson et al (2006 J. Comput. Appl. Math. 194 141-55) and Levitin et al (2006 J. Phys. A: Math. Gen. 39 2073-82)) all based on Sunada's construction of isospectral domains (Sunada T 1985 Ann. Math. 121 196-86). After presenting some of the properties of these graphs, we discuss a few examples which support the conjecture that by counting the nodal domains of the corresponding eigenfunctions one can resolve the isospectral ambiguity

Improved Analysis of GW150914 Using a Fully Spin-Precessing Waveform Model

Science.gov (United States)

Abbott, B. P.; Abbott, R.; Abbott, T. D.; Abernathy, M. R.; Acernese, F.; Ackley, K.; Adams, C.; Adams, T.; Addesso, P.; Adhikari, R. X.; Adya, V. B.; Affeldt, C.; Agathos, M.; Agatsuma, K.; Aggarwal, N.; Aguiar, O. D.; Aiello, L.; Ain, A.; Ajith, P.; Allen, B.; Allocca, A.; Altin, P. A.; Anderson, S. B.; Anderson, W. G.; Arai, K.; Araya, M. C.; Arceneaux, C. C.; Areeda, J. S.; Arnaud, N.; Arun, K. G.; Ascenzi, S.; Ashton, G.; Ast, M.; Aston, S. M.; Astone, P.; Aufmuth, P.; Aulbert, C.; Babak, S.; Bacon, P.; Bader, M. K. M.; Baker, P. T.; Baldaccini, F.; Ballardin, G.; Ballmer, S. W.; Barayoga, J. C.; Barclay, S. E.; Barish, B. C.; Barker, D.; Barone, F.; Barr, B.; Barsotti, L.; Barsuglia, M.; Barta, D.; Bartlett, J.; Bartos, I.; Bassiri, R.; Basti, A.; Batch, J. C.; Baune, C.; Bavigadda, V.; Bazzan, M.; Bejger, M.; Bell, A. S.; Berger, B. K.; Bergmann, G.; Berry, C. P. L.; Bersanetti, D.; Bertolini, A.; Betzwieser, J.; Bhagwat, S.; Bhandare, R.; Bilenko, I. A.; Billingsley, G.; Birch, J.; Birney, R.; Birnholtz, O.; Biscans, S.; Bisht, A.; Bitossi, M.; Biwer, C.; Bizouard, M. A.; Blackburn, J. K.; Blair, C. D.; Blair, D. G.; Blair, R. M.; Bloemen, S.; Bock, O.; Boer, M.; Bogaert, G.; Bogan, C.; Bohe, A.; Bond, C.; Bondu, F.; Bonnand, R.; Boom, B. A.; Bork, R.; Boschi, V.; Bose, S.; Bouffanais, Y.; Bozzi, A.; Bradaschia, C.; Brady, P. R.; Braginsky, V. B.; Branchesi, M.; Brau, J. E.; Briant, T.; Brillet, A.; Brinkmann, M.; Brisson, V.; Brockill, P.; Broida, J. E.; Brooks, A. F.; Brown, D. A.; Brown, D. D.; Brown, N. M.; Brunett, S.; Buchanan, C. C.; Buikema, A.; Bulik, T.; Bulten, H. J.; Buonanno, A.; Buskulic, D.; Buy, C.; Byer, R. L.; Cabero, M.; Cadonati, L.; Cagnoli, G.; Cahillane, C.; Calderón Bustillo, J.; Callister, T.; Calloni, E.; Camp, J. B.; Cannon, K. C.; Cao, J.; Capano, C. D.; Capocasa, E.; Carbognani, F.; Caride, S.; Casanueva Diaz, C.; Casentini, J.; Caudill, S.; Cavaglià, M.; Cavalier, F.; Cavalieri, R.; Cella, G.; Cepeda, C. B.; Cerboni Baiardi, L.; Cerretani, G.; Cesarini, E.; Chamberlin, S. J.; Chan, M.; Chao, S.; Charlton, P.; Chassande-Mottin, E.; Cheeseboro, B. D.; Chen, H. Y.; Chen, Y.; Cheng, C.; Chincarini, A.; Chiummo, A.; Cho, H. S.; Cho, M.; Chow, J. H.; Christensen, N.; Chu, Q.; Chua, S.; Chung, S.; Ciani, G.; Clara, F.; Clark, J. A.; Cleva, F.; Coccia, E.; Cohadon, P.-F.; Colla, A.; Collette, C. G.; Cominsky, L.; Constancio, M.; Conte, A.; Conti, L.; Cook, D.; Corbitt, T. R.; Cornish, N.; Corsi, A.; Cortese, S.; Costa, C. A.; Coughlin, M. W.; Coughlin, S. B.; Coulon, J.-P.; Countryman, S. T.; Couvares, P.; Cowan, E. E.; Coward, D. M.; Cowart, M. J.; Coyne, D. C.; Coyne, R.; Craig, K.; Creighton, J. D. E.; Cripe, J.; Crowder, S. G.; Cumming, A.; Cunningham, L.; Cuoco, E.; Dal Canton, T.; Danilishin, S. L.; D'Antonio, S.; Danzmann, K.; Darman, N. S.; Dasgupta, A.; Da Silva Costa, C. F.; Dattilo, V.; Dave, I.; Davier, M.; Davies, G. S.; Daw, E. J.; Day, R.; De, S.; DeBra, D.; Debreczeni, G.; Degallaix, J.; De Laurentis, M.; Deléglise, S.; Del Pozzo, W.; Denker, T.; Dent, T.; Dergachev, V.; De Rosa, R.; DeRosa, R. T.; DeSalvo, R.; Devine, R. C.; Dhurandhar, S.; Díaz, M. C.; Di Fiore, L.; Di Giovanni, M.; Di Girolamo, T.; Di Lieto, A.; Di Pace, S.; Di Palma, I.; Di Virgilio, A.; Dolique, V.; Donovan, F.; Dooley, K. L.; Doravari, S.; Douglas, R.; Downes, T. P.; Drago, M.; Drever, R. W. P.; Driggers, J. C.; Ducrot, M.; Dwyer, S. E.; Edo, T. B.; Edwards, M. C.; Effler, A.; Eggenstein, H.-B.; Ehrens, P.; Eichholz, J.; Eikenberry, S. S.; Engels, W.; Essick, R. C.; Etienne, Z.; Etzel, T.; Evans, M.; Evans, T. M.; Everett, R.; Factourovich, M.; Fafone, V.; Fair, H.; Fairhurst, S.; Fan, X.; Fang, Q.; Farinon, S.; Farr, B.; Farr, W. M.; Fauchon-Jones, E.; Favata, M.; Fays, M.; Fehrmann, H.; Fejer, M. M.; Fenyvesi, E.; Ferrante, I.; Ferreira, E. C.; Ferrini, F.; Fidecaro, F.; Fiori, I.; Fiorucci, D.; Fisher, R. P.; Flaminio, R.; Fletcher, M.; Fournier, J.-D.; Frasca, S.; Frasconi, F.; Frei, Z.; Freise, A.; Frey, R.; Frey, V.; Fritschel, P.; Frolov, V. V.; Fulda, P.; Fyffe, M.; Gabbard, H. A. G.; Gaebel, S.; Gair, J. R.; Gammaitoni, L.; Gaonkar, S. G.; Garufi, F.; Gaur, G.; Gehrels, N.; Gemme, G.; Geng, P.; Genin, E.; Gennai, A.; George, J.; Gergely, L.; Germain, V.; Ghosh, Abhirup; Ghosh, Archisman; Ghosh, S.; Giaime, J. A.; Giardina, K. D.; Giazotto, A.; Gill, K.; Glaefke, A.; Goetz, E.; Goetz, R.; Gondan, L.; González, G.; Gonzalez Castro, J. M.; Gopakumar, A.; Gordon, N. A.; Gorodetsky, M. L.; Gossan, S. E.; Gosselin, M.; Gouaty, R.; Grado, A.; Graef, C.; Graff, P. B.; Granata, M.; Grant, A.; Gras, S.; Gray, C.; Greco, G.; Green, A. C.; Groot, P.; Grote, H.; Grunewald, S.; Guidi, G. M.; Guo, X.; Gupta, A.; Gupta, M. K.; Gushwa, K. E.; Gustafson, E. K.; Gustafson, R.; Hacker, J. J.; Hall, B. R.; Hall, E. D.; Hammond, G.; Haney, M.; Hanke, M. M.; Hanks, J.; Hanna, C.; Hannam, M. D.; Hanson, J.; Hardwick, T.; Harms, J.; Harry, G. M.; Harry, I. W.; Hart, M. J.; Hartman, M. T.; Haster, C.-J.; Haughian, K.; Healy, J.; Heidmann, A.; Heintze, M. C.; Heitmann, H.; Hello, P.; Hemming, G.; Hendry, M.; Heng, I. S.; Hennig, J.; Henry, J.; Heptonstall, A. W.; Heurs, M.; Hild, S.; Hoak, D.; Hofman, D.; Holt, K.; Holz, D. E.; Hopkins, P.; Hough, J.; Houston, E. A.; Howell, E. J.; Hu, Y. M.; Huang, S.; Huerta, E. A.; Huet, D.; Hughey, B.; Husa, S.; Huttner, S. H.; Huynh-Dinh, T.; Indik, N.; Ingram, D. R.; Inta, R.; Isa, H. N.; Isac, J.-M.; Isi, M.; Isogai, T.; Iyer, B. R.; Izumi, K.; Jacqmin, T.; Jang, H.; Jani, K.; Jaranowski, P.; Jawahar, S.; Jian, L.; Jiménez-Forteza, F.; Johnson, W. W.; Johnson-McDaniel, N. K.; Jones, D. I.; Jones, R.; Jonker, R. J. G.; Ju, L.; K, Haris; Kalaghatgi, C. V.; Kalogera, V.; Kandhasamy, S.; Kang, G.; Kanner, J. B.; Kapadia, S. J.; Karki, S.; Karvinen, K. S.; Kasprzack, M.; Katsavounidis, E.; Katzman, W.; Kaufer, S.; Kaur, T.; Kawabe, K.; Kéfélian, F.; Kehl, M. S.; Keitel, D.; Kelley, D. B.; Kells, W.; Kennedy, R.; Key, J. S.; Khalili, F. Y.; Khan, I.; Khan, S.; Khan, Z.; Khazanov, E. A.; Kijbunchoo, N.; Kim, Chi-Woong; Kim, Chunglee; Kim, J.; Kim, K.; Kim, N.; Kim, W.; Kim, Y.-M.; Kimbrell, S. J.; King, E. J.; King, P. J.; Kissel, J. S.; Klein, B.; Kleybolte, L.; Klimenko, S.; Koehlenbeck, S. M.; Koley, S.; Kondrashov, V.; Kontos, A.; Korobko, M.; Korth, W. Z.; Kowalska, I.; Kozak, D. B.; Kringel, V.; Królak, A.; Krueger, C.; Kuehn, G.; Kumar, P.; Kumar, R.; Kuo, L.; Kutynia, A.; Lackey, B. D.; Landry, M.; Lange, J.; Lantz, B.; Lasky, P. D.; Laxen, M.; Lazzarini, A.; Lazzaro, C.; Leaci, P.; Leavey, S.; Lebigot, E. O.; Lee, C. H.; Lee, H. K.; Lee, H. M.; Lee, K.; Lenon, A.; Leonardi, M.; Leong, J. R.; Leroy, N.; Letendre, N.; Levin, Y.; Lewis, J. B.; Li, T. G. F.; Libson, A.; Littenberg, T. B.; Lockerbie, N. A.; Lombardi, A. L.; London, L. T.; Lord, J. E.; Lorenzini, M.; Loriette, V.; Lormand, M.; Losurdo, G.; Lough, J. D.; Lousto, C. O.; Lovelace, G.; Lück, H.; Lundgren, A. P.; Lynch, R.; Ma, Y.; Machenschalk, B.; MacInnis, M.; Macleod, D. M.; Magaña-Sandoval, F.; Magaña Zertuche, L.; Magee, R. M.; Majorana, E.; Maksimovic, I.; Malvezzi, V.; Man, N.; Mandic, V.; Mangano, V.; Mansell, G. L.; Manske, M.; Mantovani, M.; Marchesoni, F.; Marion, F.; Márka, S.; Márka, Z.; Markosyan, A. S.; Maros, E.; Martelli, F.; Martellini, L.; Martin, I. W.; Martynov, D. V.; Marx, J. N.; Mason, K.; Masserot, A.; Massinger, T. J.; Masso-Reid, M.; Mastrogiovanni, S.; Matichard, F.; Matone, L.; Mavalvala, N.; Mazumder, N.; McCarthy, R.; McClelland, D. E.; McCormick, S.; McGuire, S. C.; McIntyre, G.; McIver, J.; McManus, D. J.; McRae, T.; McWilliams, S. T.; Meacher, D.; Meadors, G. D.; Meidam, J.; Melatos, A.; Mendell, G.; Mercer, R. A.; Merilh, E. L.; Merzougui, M.; Meshkov, S.; Messenger, C.; Messick, C.; Metzdorff, R.; Meyers, P. M.; Mezzani, F.; Miao, H.; Michel, C.; Middleton, H.; Mikhailov, E. E.; Milano, L.; Miller, A. L.; Miller, A.; Miller, B. B.; Miller, J.; Millhouse, M.; Minenkov, Y.; Ming, J.; Mirshekari, S.; Mishra, C.; Mitra, S.; Mitrofanov, V. P.; Mitselmakher, G.; Mittleman, R.; Moggi, A.; Mohan, M.; Mohapatra, S. R. P.; Montani, M.; Moore, B. C.; Moore, C. J.; Moraru, D.; Moreno, G.; Morriss, S. R.; Mossavi, K.; Mours, B.; Mow-Lowry, C. M.; Mueller, G.; Muir, A. W.; Mukherjee, Arunava; Mukherjee, D.; Mukherjee, S.; Mukund, N.; Mullavey, A.; Munch, J.; Murphy, D. J.; Murray, P. G.; Mytidis, A.; Nardecchia, I.; Naticchioni, L.; Nayak, R. K.; Nedkova, K.; Nelemans, G.; Nelson, T. J. N.; Neri, M.; Neunzert, A.; Newton, G.; Nguyen, T. T.; Nielsen, A. B.; Nissanke, S.; Nitz, A.; Nocera, F.; Nolting, D.; Normandin, M. E. N.; Nuttall, L. K.; Oberling, J.; Ochsner, E.; O'Dell, J.; Oelker, E.; Ogin, G. H.; Oh, J. J.; Oh, S. H.; Ohme, F.; Oliver, M.; Oppermann, P.; Oram, Richard J.; O'Reilly, B.; O'Shaughnessy, R.; Ottaway, D. J.; Overmier, H.; Owen, B. J.; Pai, A.; Pai, S. A.; Palamos, J. R.; Palashov, O.; Palomba, C.; Pal-Singh, A.; Pan, H.; Pankow, C.; Pannarale, F.; Pant, B. C.; Paoletti, F.; Paoli, A.; Papa, M. A.; Paris, H. R.; Parker, W.; Pascucci, D.; Pasqualetti, A.; Passaquieti, R.; Passuello, D.; Patricelli, B.; Patrick, Z.; Pearlstone, B. L.; Pedraza, M.; Pedurand, R.; Pekowsky, L.; Pele, A.; Penn, S.; Perreca, A.; Perri, L. M.; Pfeiffer, H. P.; Phelps, M.; Piccinni, O. J.; Pichot, M.; Piergiovanni, F.; Pierro, V.; Pillant, G.; Pinard, L.; Pinto, I. M.; Pitkin, M.; Poe, M.; Poggiani, R.; Popolizio, P.; Post, A.; Powell, J.; Prasad, J.; Predoi, V.; Prestegard, T.; Price, L. R.; Prijatelj, M.; Principe, M.; Privitera, S.; Prix, R.; Prodi, G. A.; Prokhorov, L.; Puncken, O.; Punturo, M.; Puppo, P.; Pürrer, M.; Qi, H.; Qin, J.; Qiu, S.; Quetschke, V.; Quintero, E. A.; Quitzow-James, R.; Raab, F. J.; Rabeling, D. S.; Radkins, H.; Raffai, P.; Raja, S.; Rajan, C.; Rakhmanov, M.; Rapagnani, P.; Raymond, V.; Razzano, M.; Re, V.; Read, J.; Reed, C. M.; Regimbau, T.; Rei, L.; Reid, S.; Reitze, D. H.; Rew, H.; Reyes, S. D.; Ricci, F.; Riles, K.; Rizzo, M.; Robertson, N. A.; Robie, R.; Robinet, F.; Rocchi, A.; Rolland, L.; Rollins, J. G.; Roma, V. J.; Romano, R.; Romanov, G.; Romie, J. H.; Rosińska, D.; Rowan, S.; Rüdiger, A.; Ruggi, P.; Ryan, K.; Sachdev, S.; Sadecki, T.; Sadeghian, L.; Sakellariadou, M.; Salconi, L.; Saleem, M.; Salemi, F.; Samajdar, A.; Sammut, L.; Sanchez, E. J.; Sandberg, V.; Sandeen, B.; Sanders, J. R.; Sassolas, B.; Sathyaprakash, B. S.; Saulson, P. R.; Sauter, O. E. S.; Savage, R. L.; Sawadsky, A.; Schale, P.; Schilling, R.; Schmidt, J.; Schmidt, P.; Schnabel, R.; Schofield, R. M. S.; Schönbeck, A.; Schreiber, E.; Schuette, D.; Schutz, B. F.; Scott, J.; Scott, S. M.; Sellers, D.; Sengupta, A. S.; Sentenac, D.; Sequino, V.; Sergeev, A.; Setyawati, Y.; Shaddock, D. A.; Shaffer, T.; Shahriar, M. S.; Shaltev, M.; Shapiro, B.; Shawhan, P.; Sheperd, A.; Shoemaker, D. H.; Shoemaker, D. M.; Siellez, K.; Siemens, X.; Sieniawska, M.; Sigg, D.; Silva, A. D.; Singer, A.; Singer, L. P.; Singh, A.; Singh, R.; Singhal, A.; Sintes, A. M.; Slagmolen, B. J. J.; Smith, J. R.; Smith, N. D.; Smith, R. J. E.; Son, E. J.; Sorazu, B.; Sorrentino, F.; Souradeep, T.; Srivastava, A. K.; Staley, A.; Steinke, M.; Steinlechner, J.; Steinlechner, S.; Steinmeyer, D.; Stephens, B. C.; Stevenson, S. P.; Stone, R.; Strain, K. A.; Straniero, N.; Stratta, G.; Strauss, N. A.; Strigin, S.; Sturani, R.; Stuver, A. L.; Summerscales, T. Z.; Sun, L.; Sunil, S.; Sutton, P. J.; Swinkels, B. L.; Szczepańczyk, M. J.; Tacca, M.; Talukder, D.; Tanner, D. B.; Tápai, M.; Tarabrin, S. P.; Taracchini, A.; Taylor, R.; Theeg, T.; Thirugnanasambandam, M. P.; Thomas, E. G.; Thomas, M.; Thomas, P.; Thorne, K. A.; Thorne, K. S.; Thrane, E.; Tiwari, S.; Tiwari, V.; Tokmakov, K. V.; Toland, K.; Tomlinson, C.; Tonelli, M.; Tornasi, Z.; Torres, C. V.; Torrie, C. I.; Töyrä, D.; Travasso, F.; Traylor, G.; Trifirò, D.; Tringali, M. C.; Trozzo, L.; Tse, M.; Turconi, M.; Tuyenbayev, D.; Ugolini, D.; Unnikrishnan, C. S.; Urban, A. L.; Usman, S. A.; Vahlbruch, H.; Vajente, G.; Valdes, G.; Vallisneri, M.; van Bakel, N.; van Beuzekom, M.; van den Brand, J. F. J.; Van Den Broeck, C.; Vander-Hyde, D. C.; van der Schaaf, L.; van der Sluys, M. V.; van Heijningen, J. V.; Vano-Vinuales, A.; van Veggel, A. A.; Vardaro, M.; Vass, S.; Vasúth, M.; Vaulin, R.; Vecchio, A.; Vedovato, G.; Veitch, J.; Veitch, P. J.; Venkateswara, K.; Verkindt, D.; Vetrano, F.; Viceré, A.; Vinciguerra, S.; Vine, D. J.; Vinet, J.-Y.; Vitale, S.; Vo, T.; Vocca, H.; Vorvick, C.; Voss, D. V.; Vousden, W. D.; Vyatchanin, S. P.; Wade, A. R.; Wade, L. E.; Wade, M.; Walker, M.; Wallace, L.; Walsh, S.; Wang, G.; Wang, H.; Wang, M.; Wang, X.; Wang, Y.; Ward, R. L.; Warner, J.; Was, M.; Weaver, B.; Wei, L.-W.; Weinert, M.; Weinstein, A. J.; Weiss, R.; Wen, L.; Weßels, P.; Westphal, T.; Wette, K.; Whelan, J. T.; Whiting, B. F.; Williams, R. D.; Williamson, A. R.; Willis, J. L.; Willke, B.; Wimmer, M. H.; Winkler, W.; Wipf, C. C.; Wittel, H.; Woan, G.; Woehler, J.; Worden, J.; Wright, J. L.; Wu, D. S.; Wu, G.; Yablon, J.; Yam, W.; Yamamoto, H.; Yancey, C. C.; Yu, H.; Yvert, M.; ZadroŻny, A.; Zangrando, L.; Zanolin, M.; Zendri, J.-P.; Zevin, M.; Zhang, L.; Zhang, M.; Zhang, Y.; Zhao, C.; Zhou, M.; Zhou, Z.; Zhu, X. J.; Zucker, M. E.; Zuraw, S. E.; Zweizig, J.; Boyle, M.; Brügmann, B.; Campanelli, M.; Chu, T.; Clark, M.; Haas, R.; Hemberger, D.; Hinder, I.; Kidder, L. E.; Kinsey, M.; Laguna, P.; Ossokine, S.; Pan, Y.; Röver, C.; Scheel, M.; Szilagyi, B.; Teukolsky, S.; Zlochower, Y.; LIGO Scientific Collaboration; Virgo Collaboration

2016-10-01

This paper presents updated estimates of source parameters for GW150914, a binary black-hole coalescence event detected by the Laser Interferometer Gravitational-wave Observatory (LIGO) in 2015 [Abbott et al. Phys. Rev. Lett. 116, 061102 (2016).]. Abbott et al. [Phys. Rev. Lett. 116, 241102 (2016).] presented parameter estimation of the source using a 13-dimensional, phenomenological precessing-spin model (precessing IMRPhenom) and an 11-dimensional nonprecessing effective-one-body (EOB) model calibrated to numerical-relativity simulations, which forces spin alignment (nonprecessing EOBNR). Here, we present new results that include a 15-dimensional precessing-spin waveform model (precessing EOBNR) developed within the EOB formalism. We find good agreement with the parameters estimated previously [Abbott et al. Phys. Rev. Lett. 116, 241102 (2016).], and we quote updated component masses of 35-3+5 M⊙ and 3 0-4+3 M⊙ (where errors correspond to 90% symmetric credible intervals). We also present slightly tighter constraints on the dimensionless spin magnitudes of the two black holes, with a primary spin estimate <0.65 and a secondary spin estimate <0.75 at 90% probability. Abbott et al. [Phys. Rev. Lett. 116, 241102 (2016).] estimated the systematic parameter-extraction errors due to waveform-model uncertainty by combining the posterior probability densities of precessing IMRPhenom and nonprecessing EOBNR. Here, we find that the two precessing-spin models are in closer agreement, suggesting that these systematic errors are smaller than previously quoted.

Improved Analysis of GW150914 Using a Fully Spin-Precessing Waveform Model

Directory of Open Access Journals (Sweden)

2016-10-01

Full Text Available This paper presents updated estimates of source parameters for GW150914, a binary black-hole coalescence event detected by the Laser Interferometer Gravitational-wave Observatory (LIGO in 2015 [Abbott et al. Phys. Rev. Lett. 116, 061102 (2016.]. Abbott et al. [Phys. Rev. Lett. 116, 241102 (2016.] presented parameter estimation of the source using a 13-dimensional, phenomenological precessing-spin model (precessing IMRPhenom and an 11-dimensional nonprecessing effective-one-body (EOB model calibrated to numerical-relativity simulations, which forces spin alignment (nonprecessing EOBNR. Here, we present new results that include a 15-dimensional precessing-spin waveform model (precessing EOBNR developed within the EOB formalism. We find good agreement with the parameters estimated previously [Abbott et al. Phys. Rev. Lett. 116, 241102 (2016.], and we quote updated component masses of 35_{-3}^{+5} M_{⊙} and 30_{-4}^{+3} M_{⊙} (where errors correspond to 90% symmetric credible intervals. We also present slightly tighter constraints on the dimensionless spin magnitudes of the two black holes, with a primary spin estimate <0.65 and a secondary spin estimate <0.75 at 90% probability. Abbott et al. [Phys. Rev. Lett. 116, 241102 (2016.] estimated the systematic parameter-extraction errors due to waveform-model uncertainty by combining the posterior probability densities of precessing IMRPhenom and nonprecessing EOBNR. Here, we find that the two precessing-spin models are in closer agreement, suggesting that these systematic errors are smaller than previously quoted.

Numbers and other math ideas come alive

CERN Document Server

Pappas, Theoni

2012-01-01

Most people don't think about numbers, or take them for granted. For the average person numbers are looked upon as cold, clinical, inanimate objects. Math ideas are viewed as something to get a job done or a problem solved. Get ready for a big surprise with Numbers and Other Math Ideas Come Alive. Pappas explores mathematical ideas by looking behind the scenes of what numbers, points, lines, and other concepts are saying and thinking. In each story, properties and characteristics of math ideas are entertainingly uncovered and explained through the dialogues and actions of its math

How Math Anxiety Relates to Number–Space Associations

Science.gov (United States)

Georges, Carrie; Hoffmann, Danielle; Schiltz, Christine

2016-01-01

Given the considerable prevalence of math anxiety, it is important to identify the factors contributing to it in order to improve mathematical learning. Research on math anxiety typically focusses on the effects of more complex arithmetic skills. Recent evidence, however, suggests that deficits in basic numerical processing and spatial skills also constitute potential risk factors of math anxiety. Given these observations, we determined whether math anxiety also depends on the quality of spatial-numerical associations. Behavioral evidence for a tight link between numerical and spatial representations is given by the SNARC (spatial-numerical association of response codes) effect, characterized by faster left-/right-sided responses for small/large digits respectively in binary classification tasks. We compared the strength of the SNARC effect between high and low math anxious individuals using the classical parity judgment task in addition to evaluating their spatial skills, arithmetic performance, working memory and inhibitory control. Greater math anxiety was significantly associated with stronger spatio-numerical interactions. This finding adds to the recent evidence supporting a link between math anxiety and basic numerical abilities and strengthens the idea that certain characteristics of low-level number processing such as stronger number–space associations constitute a potential risk factor of math anxiety. PMID:27683570

How math anxiety relates to number-space associations

Directory of Open Access Journals (Sweden)

Carrie Georges

2016-09-01

Full Text Available Given the considerable prevalence of math anxiety, it is important to identify the factors contributing to it in order to improve mathematical learning. Research on math anxiety typically focusses on the effects of more complex arithmetic skills. Recent evidence, however, suggests that deficits in basic numerical processing and spatial skills also constitute potential risk factors of math anxiety. Given these observations, we determined whether math anxiety also depends on the quality of spatial-numerical associations. Behavioural evidence for a tight link between numerical and spatial representations is given by the SNARC (spatial-numerical association of response codes effect, characterized by faster left-/right-sided responses for small/large digits respectively in binary classification tasks. We compared the strength of the SNARC effect between high and low math anxious individuals using the classical parity judgment task in addition to evaluating their spatial skills, arithmetic performance, working memory and inhibitory control. Greater math anxiety was significantly associated with stronger spatio-numerical interactions. This finding adds to the recent evidence supporting a link between math anxiety and basic numerical abilities and strengthens the idea that certain characteristics of low-level number processing such as stronger number-space associations constitute a potential risk factor of math anxiety.

How Math Anxiety Relates to Number-Space Associations.

Science.gov (United States)

Georges, Carrie; Hoffmann, Danielle; Schiltz, Christine

2016-01-01

Given the considerable prevalence of math anxiety, it is important to identify the factors contributing to it in order to improve mathematical learning. Research on math anxiety typically focusses on the effects of more complex arithmetic skills. Recent evidence, however, suggests that deficits in basic numerical processing and spatial skills also constitute potential risk factors of math anxiety. Given these observations, we determined whether math anxiety also depends on the quality of spatial-numerical associations. Behavioral evidence for a tight link between numerical and spatial representations is given by the SNARC (spatial-numerical association of response codes) effect, characterized by faster left-/right-sided responses for small/large digits respectively in binary classification tasks. We compared the strength of the SNARC effect between high and low math anxious individuals using the classical parity judgment task in addition to evaluating their spatial skills, arithmetic performance, working memory and inhibitory control. Greater math anxiety was significantly associated with stronger spatio-numerical interactions. This finding adds to the recent evidence supporting a link between math anxiety and basic numerical abilities and strengthens the idea that certain characteristics of low-level number processing such as stronger number-space associations constitute a potential risk factor of math anxiety.

Polynomial solutions of nonlinear integral equations

International Nuclear Information System (INIS)

Dominici, Diego

2009-01-01

We analyze the polynomial solutions of a nonlinear integral equation, generalizing the work of Bender and Ben-Naim (2007 J. Phys. A: Math. Theor. 40 F9, 2008 J. Nonlinear Math. Phys. 15 (Suppl. 3) 73). We show that, in some cases, an orthogonal solution exists and we give its general form in terms of kernel polynomials

Polynomial solutions of nonlinear integral equations

Energy Technology Data Exchange (ETDEWEB)

Dominici, Diego [Department of Mathematics, State University of New York at New Paltz, 1 Hawk Dr. Suite 9, New Paltz, NY 12561-2443 (United States)], E-mail: dominicd@newpaltz.edu

2009-05-22

We analyze the polynomial solutions of a nonlinear integral equation, generalizing the work of Bender and Ben-Naim (2007 J. Phys. A: Math. Theor. 40 F9, 2008 J. Nonlinear Math. Phys. 15 (Suppl. 3) 73). We show that, in some cases, an orthogonal solution exists and we give its general form in terms of kernel polynomials.

Local first integrals for systems of differential equations

International Nuclear Information System (INIS)

Zhang Xiang

2003-01-01

The main purpose of this paper is to provide some sufficient conditions for a system of differential equations to have local first integrals in a certain neighbourhood of a singularity. Our results generalize those given in Kwek et al (2003 Z. Angew. Math. Phys. 54 26) and Li et al (2003 Z. Angew. Math. Phys. 54 235)

An Optimal Dissipative Encoder for the Toric Code

Science.gov (United States)

2014-01-16

Topological quantummemory J. Math. Phys. 43 4452–505 [6] Diehl S, Micheli A, Kantian A, Kraus B, Büchler H P and Zoller P 2008 Quantum states and phases in...Diehl S, Kantian A, Micheli A and Zoller P 2008 Preparation of entangled states by quantum Markov processes Phys. Rev. A 78 042307 [12] Marvian I 2013...Information Theory (Cambridge: Cambridge University Press) [20] Wolf M and Cirac J I 2008 Dividing quantum channels Commun. Math. Phys. 279 147 11

Order of Administration of Math and Verbal Tests: An Ecological Intervention to Reduce Stereotype Threat on Girls' Math Performance

Science.gov (United States)

Smeding, Annique; Dumas, Florence; Loose, Florence; Régner, Isabelle

2013-01-01

In 2 field experiments, we relied on the very features of real testing situations--where both math and verbal tests are administered--to examine whether order of test administration can, by itself, create vs. alleviate stereotype threat (ST) effects on girls' math performance. We predicted that taking the math test before the verbal test would be…

"Math Anxiety" Explored in Studies

Science.gov (United States)

Sparks, Sarah D.

2011-01-01

Math problems make more than a few students--and even teachers--sweat, but new brain research is providing insights into the earliest causes of the anxiety so often associated with mathematics. Experts argue that "math anxiety" can bring about widespread, intergenerational discomfort with the subject, which could lead to anything from fewer…

Reply to "Comment on `Conductance scaling in Kondo-correlated quantum dots: Role of level asymmetry and charging energy'"

Science.gov (United States)

Merker, L.; Kirchner, S.; Muñoz, E.; Costi, T. A.

2014-08-01

The Comment of A. A. Aligia claims that the superperturbation theory (SPT) approach [E. Muñoz, C. J. Bolech, and S. Kirchner, Phys. Rev. Lett. 110, 016601 (2013), 10.1103/PhysRevLett.110.016601] formulated using dual fermions [A. N. Rubtsov, M. I. Katsnelson, and A. I. Lichtenstein, Phys. Rev. B 77, 033101 (2008), 10.1103/PhysRevB.77.033101] and used by us to compare with numerical renormalization group (NRG) results for the conductance [L. Merker, S. Kirchner, E. Muñoz, and T. A. Costi, Phys. Rev. B 87, 165132 (2013), 10.1103/PhysRevB.87.165132], fails to correctly extend the results of the symmetric Anderson impurity model (SIAM) for general values of the local level Ed in the Kondo regime. We answer this criticism. We also compare new NRG results for cB, with cB calculated directly from the low-field conductance, with new higher-order SPT calculations for this quantity, finding excellent agreement for all Ed and for U /πΔ extending into the strong coupling regime.

Reply to ``Comment on `Attractive forces between ions in quantum plasmas: Failure of linearized quantum hydrodynamics' ''

Science.gov (United States)

Bonitz, M.; Pehlke, E.; Schoof, T.

2013-03-01

This is the last of a series of three papers. In the first [Phys. Rev. E10.1103/PhysRevE.87.033105 87, 033105 (2013)], the same authors presented a critical analysis of the prediction of “novel attractive forces” between protons in dense hydrogen put forward by Shukla and Eliasson in a recent Letter [Phys. Rev. Lett.10.1103/PhysRevLett.108.165007 108, 165007 (2012)]. Based on ab initio density functional theory (DFT) calculations and general considerations, it was shown that no such force exists. In the second of the three papers [Phys. Rev. E10.1103/PhysRevE.87.037101 87, 037101 (2013)], Shukla, Eliasson, and Akbari-Moghanjoughi (SEA) rejected this analysis. SEA did not discuss our arguments but claimed that the discrepancy between their quantum hydrodynamic model (QHD) and DFT is due to a failure of the latter. It is the purpose of the present Reply to demonstrate that this claim is incorrect because DFT is more accurate than QHD, by construction.

Controlling Self-Assembly in Al(110) Homoepitaxy

Science.gov (United States)

Tiwary, Yogesh; Fichthorn, Kristen

2010-03-01

Homoepitaxial growth on Al(110) exhibits nanoscale self-assembly into huts with well-defined (100) and (111) facets [1]. Although some of the diffusion mechanisms underlying this kinetic self-assembly were identified and incorporated into a two-dimensional model [2], we used density-functional theory (DFT) to identify many other mechanisms that are needed to describe the three-dimensional assembly seen experimentally [3]. We developed a three-dimensional kinetic Monte Carlo (KMC) model of Al(110) homoepitaxy. The inputs to the model were obtained from DFT [3,4]. Our model is in agreement with experimentally observed trends for this system. We used KMC to predict self-assembly under various growth conditions. To achieve precise placement of Al nanohuts, we simulated thermal-field-directed assembly [5]. Our results indicate that this technique can be used to create uniform arrays of nanostructures. [1] F. Buatier de Mongeot, W. Zhu, A. Molle, R. Buzio, C. Boragno, U. Valbusa, E. Wang, and Z. Zhang, Phys. Rev. Lett. 91, 016102 (2003). [2] W. Zhu, F. Buatier de Mongeot, U. Valbusa, E. G. Wang, and Z. Y. Zhang, Phys. Rev. Lett. 92, 106102 (2004). [3] Y. Tiwary and K. A. Fichthorn, submitted to Phys. Rev. B. [4] Y. Tiwary and K. A. Fichthorn, Phys. Rev. B 78, 205418 (2008). [5] C. Zhang and R. Kalyanaraman, Appl. Phys. Lett. 83, 4827 (2003).

A Motivational Technique for Business Math

Science.gov (United States)

Voelker, Pamela

1977-01-01

The author suggests the use of simulation and role playing as a method of motivating students in business math. Examples of career-oriented business math simulation games are counting change, banking, payrolls, selling, and shopping. (MF)

Vortex Thermometry for Turbulent Two-Dimensional Fluids.

Science.gov (United States)

Groszek, Andrew J; Davis, Matthew J; Paganin, David M; Helmerson, Kristian; Simula, Tapio P

2018-01-19

We introduce a new method of statistical analysis to characterize the dynamics of turbulent fluids in two dimensions. We establish that, in equilibrium, the vortex distributions can be uniquely connected to the temperature of the vortex gas, and we apply this vortex thermometry to characterize simulations of decaying superfluid turbulence. We confirm the hypothesis of vortex evaporative heating leading to Onsager vortices proposed in Phys. Rev. Lett. 113, 165302 (2014)PRLTAO0031-900710.1103/PhysRevLett.113.165302, and we find previously unidentified vortex power-law distributions that emerge from the dynamics.

Rydberg dressing of atoms in optical lattices

Science.gov (United States)

Macrı, T.; Pohl, T.

2014-01-01

We study atoms in optical lattices whose electronic ground state is off-resonantly coupled to a highly excited state with strong binary interactions. We present a time-dependent treatment of the resulting quantum dynamics, which—contrary to recent predictions [36 Li, Ates, and Lesanovsky, Phys. Rev. Lett. 110, 213005 (2013), 10.1103/PhysRevLett.110.213005]—proves that the strong repulsion between the weakly admixed Rydberg states does not lead to atomic trap loss. This finding provides an important basis for creating and manipulating coherent long-range interactions in optical lattice experiments.

Mutated hybrid inflation in f(R,□R)-gravity

International Nuclear Information System (INIS)

Iihoshi, Masao

2011-01-01

A new hybrid inflationary scenario in the context of f(R,□R)-gravity is proposed. Demanding the waterfall field to 'support the potential from below' [unlike the original proposal by Stewart in Phys. Lett. B 345, 414 (1995)], we demonstrate that the scalar potential is similar to that of the large-field chaotic inflation model proposed by Linde in Phys. Lett. B 129, 177 (1983). Inflationary observables are used to constrain the parameter space of our model; in the process, an interesting limit on the number of e-folds N is found

Subwavelength optical lithography via classical light: A possible implementation

Science.gov (United States)

You, Jieyu; Liao, Zeyang; Hemmer, P. R.; Zubairy, M. Suhail

2018-04-01

The resolution of an interferometric optical lithography system is about the half wavelength of the illumination light. We proposed a method based on Doppleron resonance to achieve a resolution beyond half wavelength [Phys. Rev. Lett. 96, 163603 (2006), 10.1103/PhysRevLett.96.163603]. Here, we analyze a possible experimental demonstration of this method in the negatively charged silicon-vacancy (SiV-) system by considering realistic experimental parameters. Our results show that quarter wavelength resolution and beyond can be achieved in this system even in room temperature without using perturbation theory.

Smoothing of Gaussian quantum dynamics for force detection

Science.gov (United States)

Huang, Zhishen; Sarovar, Mohan

2018-04-01

Building on recent work by Gammelmark et al. [Phys. Rev. Lett. 111, 160401 (2013), 10.1103/PhysRevLett.111.160401] we develop a formalism for prediction and retrodiction of Gaussian quantum systems undergoing continuous measurements. We apply the resulting formalism to study the advantage of incorporating a full measurement record and retrodiction for impulselike force detection and accelerometry. We find that using retrodiction can only increase accuracy in a limited parameter regime, but that the reduction in estimation noise that it yields results in better detection of impulselike forces.

Improving Wojcik's eavesdropping attack on the ping-pong protocol

International Nuclear Information System (INIS)

Zhang Zhanjun; Man Zhongxiao; Li Yong

2004-01-01

The eavesdropping scheme proposed by Wojcik [Phys. Rev. Lett. 90 (2003) 157901] on the ping-pong protocol [Phys. Rev. Lett. 89 (2002) 187902] is improved by constituting a new set of attack operations. The improved scheme only induces half of the eavesdropping-induced channel loss in Wojcik's scheme, therefore, in a larger domain of the quantum channel transmission efficiency η, i.e., [0,75%], the eavesdropper Eve can attack all the transmitted bits. The improvement of the ping-pong protocol security produced by Wojcik's is also suitable for our eavesdropping attack

Improving Wojcik's eavesdropping attack on the ping-pong protocol

Energy Technology Data Exchange (ETDEWEB)

Zhang Zhanjun [Wuhan Institute of Physics and Mathematics, Chinese Academy of Sciences, Wuhan 430071 (China) and School of Physics and Material Science, Anhui University, Hefei 230039 (China)]. E-mail: zhangzj@wipm.ac.cn; Man Zhongxiao [Wuhan Institute of Physics and Mathematics, Chinese Academy of Sciences, Wuhan 430071 (China); Li Yong [Department of Physics, Central China Normal University, Wuhan 430079 (China)

2004-11-29

The eavesdropping scheme proposed by Wojcik [Phys. Rev. Lett. 90 (2003) 157901] on the ping-pong protocol [Phys. Rev. Lett. 89 (2002) 187902] is improved by constituting a new set of attack operations. The improved scheme only induces half of the eavesdropping-induced channel loss in Wojcik's scheme, therefore, in a larger domain of the quantum channel transmission efficiency {eta}, i.e., [0,75%], the eavesdropper Eve can attack all the transmitted bits. The improvement of the ping-pong protocol security produced by Wojcik's is also suitable for our eavesdropping attack.

Mutated hybrid inflation in f(R,□R)-gravity

Energy Technology Data Exchange (ETDEWEB)

Iihoshi, Masao, E-mail: iihoshi@kiso.phys.se.tmu.ac.jp [Department of Physics, Tokyo Metropolitan University, Hachioji, Tokyo 192-0397 (Japan)

2011-02-01

A new hybrid inflationary scenario in the context of f(R,□R)-gravity is proposed. Demanding the waterfall field to 'support the potential from below' [unlike the original proposal by Stewart in Phys. Lett. B 345, 414 (1995)], we demonstrate that the scalar potential is similar to that of the large-field chaotic inflation model proposed by Linde in Phys. Lett. B 129, 177 (1983). Inflationary observables are used to constrain the parameter space of our model; in the process, an interesting limit on the number of e-folds N is found.

Improved adsorption energetics within density-functional theory using revised Perdew-Burke-Ernzerhof functionals

DEFF Research Database (Denmark)

Hammer, Bjørk; Hansen, Lars Bruno; Nørskov, Jens Kehlet

1999-01-01

A simple formulation of a generalized gradient approximation for the exchange and correlation energy of electrons has been proposed by Perdew, Burke, and Ernzerhof (PBE) [Phys. Rev. Lett. 77, 3865 (1996)]. Subsequently Zhang and Yang [Phys. Rev. Lett. 80, 890 (1998)] have shown that a slight...... revision of the PBE functional systematically improves the atomization energies for a large database of small molecules. In the present work, we show that the Zhang and Yang functional (revPBE) also improves the chemisorption energetics of atoms and molecules on transition-metal surfaces. Our test systems...

Atomic carbon chains as spin-transmitters: An ab initio transport study

DEFF Research Database (Denmark)

Fürst, Joachim Alexander; Brandbyge, Mads; Jauho, Antti-Pekka

2010-01-01

An atomic carbon chain joining two graphene flakes was recently realized in a ground-breaking experiment by Jin et al. (Phys. Rev. Lett., 102 (2009) 205501). We present ab initio results for the electron transport properties of such chains and demonstrate complete spin-polarization of the transmi......An atomic carbon chain joining two graphene flakes was recently realized in a ground-breaking experiment by Jin et al. (Phys. Rev. Lett., 102 (2009) 205501). We present ab initio results for the electron transport properties of such chains and demonstrate complete spin...

On the possibility of complete revivals after quantum quenches to a critical point

Science.gov (United States)

Najafi, K.; Rajabpour, M. A.

2017-07-01

In a recent letter [J. Cardy, Phys. Rev. Lett. 112, 220401 (2014), 10.1103/PhysRevLett.112.220401], the author made a very interesting observation that complete revivals of quantum states after quantum quench can happen in a period that is a fraction of the system size. This is possible for critical systems that can be described by minimal conformal field theories with central charge c detect a regime in the phase diagram of the XY chain in which one can not determine the period of the partial revivals using the quasiparticle picture.

Gallium Arsenide and Related Compounds, 1986.

Science.gov (United States)

1986-01-01

F-Yiuang, WL,, PK Rhattacharva, UDas, A Chin , IJlackson and D L Persechini 417 -422 High quality lattice matched lnGaAs/InP heterostructures prepared...Sci. Technol. B3 1162. Schwartz G. P. 1983 Thin solid Films 103 3. Spicer W. E., Lindau I., Skeath P. R., Su C Y. and Chye P. W. 19R0 Phys. Rev. Lett... Chin R, Nakano K, and Milano R A 1981 IEEE J. Quantum Electron. QEJJ7, 275. Murgatroyd I J, Norman A G, and Booker G R 1986 Phys. Rev. Lett

What Math Teachers Need Most

Science.gov (United States)

Nelson, Barbara Scott; Sassi, Annette

2007-01-01

The combination of new instructional methods and new accountability pressures puts many in a quandary in evaluating math instruction. There is much for principals to learn about how and under what conditions new instructional methods work in math classrooms, how to support teachers as they develop new instructional skills, and how to integrate a…

Math Fact Strategies Research Project

Science.gov (United States)

Boso, Annie

2011-01-01

An action research project was conducted in order to determine effective math fact strategies for first graders. The traditional way of teaching math facts included using timed tests and flashcards, with most students counting on their fingers or a number line. Six new research-based strategies were taught and analyzed to decide which methods…

Developing Mathematical Resilience of Prospective Math Teachers

Science.gov (United States)

Ariyanto, L.; Herman, T.; Sumarmo, U.; Suryadi, D.

2017-09-01

Prospective math teachers need to develop positive adaptive attitudes toward mathematics that will enable them to continue learning despite having to deal with obstacles and difficulties. This research focuses on the resilience improvement of the prospective mathematic teachers after being treated using problem-based learning based on their basic knowledge on mathematic and their overall knowledge on math. This research used only one group for pre-test and post-test. The result of this research shows that there is improvement on prospective teachers’ resilience after they were given treatment using problem-based learning. One of the factors causing the resilience improvement of the prospective mathematic teachers is the instructions on students’ work sheet. In the instructions, stud ents were asked to write difficulties in solving math problems as well as write down the solution they take to overcome them. This research can be used as a reference for other researchers who want to do the same research related on students’ resiliency o n math and or math lecturers to improve the resilience of prospective teachers to be resilient teachers on math in the future.

Does Geographic Setting Alter the Roles of Academically Supportive Factors? African American Adolescents' Friendships, Math Self-Concept, and Math Performance

Science.gov (United States)

Jones, Martin H.; Irvin, Matthew J.; Kibe, Grace W.

2012-01-01

The study is one of few to examine how living in rural, suburban, or urban settings may alter factors supporting African Americans adolescents' math performance. The study examines the relationship of math self-concept and perceptions of friends' academic behaviors to African American students' math performance. Participants (N = 1,049) are…

How to Make the Most of Math Manipulatives.

Science.gov (United States)

Burns, Marilyn

1996-01-01

A discussion of how to use math manipulatives to teach elementary students focuses on essential program elements: what math manipulatives are and why they are used, common questions about math manipulatives, how one teacher introduced the geoboard into the classroom, and pattern block activities. (SM)

Math Learning Begins at Home

Science.gov (United States)

Eason, Sarah H.; Levine, Susan C.

2017-01-01

Children demonstrate gaps in the math knowledge that they possess by the time they begin school, and these gaps have been found to predict long-term outcomes not only in math but also in reading. Consequently, it is important to identify what accounts for these early differences and how they can be addressed to ensure that all children enter…

Basic math and pre-algebra practice problems for dummies

CERN Document Server

Zegarelli, Mark

2013-01-01

1001 Basic Math & Pre- Algebra Practice Problems For  Dummies   Practice makes perfect-and helps deepen your understanding of basic math and pre-algebra 1001 Basic Math & Pre-Algebra Practice Problems For Dummies, with free access to online practice problems, takes you beyond the instruction and guidance offered in Basic Math & Pre-Algebra For Dummies, giving you 1,001 opportunities to practice solving problems from the major topics in your math course. You begin with some basic arithmetic practice, move on to fractions, decimals, and per

Math Academy: Are You Game? Explorations in Probability. Supplemental Math Materials for Grades 3-6

Science.gov (United States)

Rimbey, Kimberly

2007-01-01

Created by teachers for teachers, the Math Academy tools and activities included in this booklet were designed to create hands-on activities and a fun learning environment for the teaching of mathematics to the students. This booklet contains the themed program "Are You Game? Math Academy--Explorations in Probability," which teachers can use to…

Primary maths anyone can feed skittles to sharks

CERN Document Server

Tiley-Nunn, Nick

2014-01-01

Primary maths is stereotypically loved by a few hairy oddballs, tolerated by most sane primary practitioners; loathed by many. With the right approach, however; the right mindset and sense of the impossible being achievable, maths can be moulded into the diamond in the rough of the primary curriculum. Enter Nick Tiley-Nunn: Britain's most imaginative, most exciting primary maths specialist. Over years of practice he has generated ideas about the teaching of maths that are so distinct, so far out and so utterly brilliant that any primary teacher struggling to grasp the nettle of teaching long division will emerge from communing with his ideas not just with some clichéd sense that ‘maths can be fun', but that it can be brilliant, life-enhancing and truly hilarious. This book presents ideas for primary maths teaching so wildly creative and so full of the joy of life that any classroom of kids will be grateful you read it.

Training the approximate number system improves math proficiency.

Science.gov (United States)

Park, Joonkoo; Brannon, Elizabeth M

2013-10-01

Humans and nonhuman animals share an approximate number system (ANS) that permits estimation and rough calculation of quantities without symbols. Recent studies show a correlation between the acuity of the ANS and performance in symbolic math throughout development and into adulthood, which suggests that the ANS may serve as a cognitive foundation for the uniquely human capacity for symbolic math. Such a proposition leads to the untested prediction that training aimed at improving ANS performance will transfer to improvement in symbolic-math ability. In the two experiments reported here, we showed that ANS training on approximate addition and subtraction of arrays of dots selectively improved symbolic addition and subtraction. This finding strongly supports the hypothesis that complex math skills are fundamentally linked to rudimentary preverbal quantitative abilities and provides the first direct evidence that the ANS and symbolic math may be causally related. It also raises the possibility that interventions aimed at the ANS could benefit children and adults who struggle with math.

Specific Cognitive Predictors of Early Math Problem Solving

Science.gov (United States)

Decker, Scott L.; Roberts, Alycia M.

2015-01-01

Development of early math skill depends on a prerequisite level of cognitive development. Identification of specific cognitive skills that are important for math development may not only inform instructional approaches but also inform assessment approaches to identifying children with specific learning problems in math. This study investigated the…

The Aftermath of Remedial Math: Investigating the Low Rate of Certificate Completion among Remedial Math Students

Science.gov (United States)

Bahr, Peter Riley

2013-01-01

Nationally, a majority of community college students require remedial assistance with mathematics, but comparatively few students who begin the remedial math sequence ultimately complete it and achieve college-level math competency. The academic outcomes of students who begin the sequence but do not complete it are disproportionately unfavorable:…

Math word problems for dummies

CERN Document Server

Sterling, Mary Jane

2008-01-01

Covers percentages, probability, proportions, and moreGet a grip on all types of word problems by applying them to real lifeAre you mystified by math word problems? This easy-to-understand guide shows you how to conquer these tricky questions with a step-by-step plan for finding the right solution each and every time, no matter the kind or level of problem. From learning math lingo and performing operations to calculating formulas and writing equations, you''ll get all the skills you need to succeed!Discover how to: * Translate word problems into plain English* Brush up on basic math skills* Plug in the right operation or formula* Tackle algebraic and geometric problems* Check your answers to see if they work

Business math for dummies

CERN Document Server

Sterling, Mary Jane

2008-01-01

Now, it is easier than ever before to understand complex mathematical concepts and formulas and how they relate to real-world business situations. All you have to do it apply the handy information you will find in Business Math For Dummies. Featuring practical practice problems to help you expand your skills, this book covers topics like using percents to calculate increases and decreases, applying basic algebra to solve proportions, and working with basic statistics to analyze raw data. Find solutions for finance and payroll applications, including reading financial statements, calculating wages and commissions, and strategic salary planning. Navigate fractions, decimals, and percents in business and real estate transactions, and take fancy math skills to work. You'll be able to read graphs and tables and apply statistics and data analysis. You'll discover ways you can use math in finance and payroll investments, banking and payroll, goods and services, and business facilities and operations. You'll learn ho...

On two functional equations originating from number theory

Indian Academy of Sciences (India)

Reducing the functional equations introduced in Proc. Indian Acad. Sci. (Math. Sci.) 113(2) (2003) 91–98 and in Appl. Math. Lett. 21 (2008) 974–977 to equations in complex variables and quaternions, we find general solutions of the equations. We also obtain the stability of the equations.

A Correlation of Community College Math Readiness and Student Success

Science.gov (United States)

Brown, Jayna Nicole

Although traditional college students are more prepared for college-level math based on college admissions tests, little data have been collected on nontraditional adult learners. The purpose of this study was to investigate relationships between math placement tests and community college students' success in math courses and persistence to degree or certificate completion. Guided by Tinto's theory of departure and student retention, the research questions addressed relationships and predictability of math Computer-adaptive Placement Assessment and Support System (COMPASS) test scores and students' performance in math courses, persistence in college, and degree completion. After conducting correlation and regression analyses, no significant relationships were identified between COMPASS Math test scores and students' performance (n = 234) in math courses, persistence in college, or degree completion. However, independent t test and chi-squared analyses of the achievements of college students who tested into Basic Math (n = 138) vs. Introduction to Algebra (n = 96) yielded statistically significant differences in persistence (p = .039), degree completion (p college students' math competencies and degree achievement.

Estimation of shear viscosity based on transverse momentum correlations

International Nuclear Information System (INIS)

Sharma, Monika

2009-01-01

Event anisotropy measurements at RHIC suggest the strongly interacting matter created in heavy ion collisions flows with very little shear viscosity. Precise determination of 'shear viscosity-to-entropy' ratio is currently a subject of extensive study [S. Gavin and M. Abdel-Aziz, Phys. Rev. Lett. 97 (2006) 162302]. We present preliminary results of measurements of the evolution of transverse momentum correlation function with collision centrality of Au+Au interactions at √(s NN )=200 GeV. We compare two differential correlation functions, namely inclusive [J. Adams et al. (STAR Collaboration), Phys. Rev. C 72 (2005) 044902] and a differential version of the correlation measure C introduced by Gavin et al. [S. Gavin and M. Abdel-Aziz, Phys. Rev. Lett. 97 (2006) 162302; M. Sharma and C. A. Pruneau, Phys. Rev. C 79 (2009) 024905.]. These observables can be used for the experimental study of the shear viscosity per unit entropy.

Estimation of shear viscosity based on transverse momentum correlations

Science.gov (United States)

STAR Collaboration; Sharma, Monika; STAR Collaboration

2009-11-01

Event anisotropy measurements at RHIC suggest the strongly interacting matter created in heavy ion collisions flows with very little shear viscosity. Precise determination of “shear viscosity-to-entropy” ratio is currently a subject of extensive study [S. Gavin and M. Abdel-Aziz, Phys. Rev. Lett. 97 (2006) 162302]. We present preliminary results of measurements of the evolution of transverse momentum correlation function with collision centrality of Au+Au interactions at s=200 GeV. We compare two differential correlation functions, namely inclusive [J. Adams et al. (STAR Collaboration), Phys. Rev. C 72 (2005) 044902] and a differential version of the correlation measure C˜ introduced by Gavin et al. [S. Gavin and M. Abdel-Aziz, Phys. Rev. Lett. 97 (2006) 162302; M. Sharma and C. A. Pruneau, Phys. Rev. C 79 (2009) 024905.]. These observables can be used for the experimental study of the shear viscosity per unit entropy.

Carnegie Math Pathways 2015-2016 Impact Report: A Five-Year Review. Carnegie Math Pathways Technical Report

Science.gov (United States)

Hoang, Hai; Huang, Melrose; Sulcer, Brian; Yesilyurt, Suleyman

2017-01-01

College math is a gateway course that has become a constraining gatekeeper for tens of thousands of students annually. Every year, over 500,000 students fail developmental mathematics, preventing them from achieving their college and career goals. The Carnegie Math Pathways initiative offers students an alternative. It comprises two Pathways…

First International Conference on Organic Nonlinear Optics. Section B: Nonlinear Optics, Principles, Materials, Phenomena, and Devices.

Science.gov (United States)

1994-01-01

HOSOTTE: Alignement and Orientation of Chromophores by Optical Pumping 327 CELINE FIORINI, FABRICE CHARRA, JEAN-MICHEL NUNZI and PAUL RAIMOND...Normandin, R. L. Williams and M. Dion , Electron. Lett., 28, 1540 (1992). 6. D. Vakhshoori and S. Wang, Appl. Phys. Lett., 53, 347 (1988). 7. D. Vakhshoori, J

Inhibition Performance in Children with Math Disabilities

OpenAIRE

Winegar, Kathryn Lileth

2013-01-01

This study examined the inhibition deficit hypothesis in children with math disabilities (MD). Children with and without MD were compared on two inhibition tasks that included the random generation of numbers and letters. The results addressed three hypotheses. Weak support was found for the first hypothesis which stated difficulties related to inhibition are significantly related to math performance. I found partial support for this hypothesis in that inhibition was related to math problem s...

Teachers’ ability in using math learning media

Science.gov (United States)

Masniladevi; Prahmana, R. C. I.; Helsa, Y.; Dalais, M.

2017-12-01

The studies aim to enhance teachers’ knowledge and skill in making math instructional media, develop math instructional media, train and assist the use of instructional media in learning math in the classroom. The method used in the activities adopted the pattern of preventive implementation, planning stage, program implementation, observation and evaluation and reflection. The research results show that the evaluation of teachers’ ability is still in average category. The result required more intensive training.

Number-specific and general cognitive markers of preschoolers' math ability profiles.

Science.gov (United States)

Gray, Sarah A; Reeve, Robert A

2016-07-01

Different number-specific and general cognitive markers have been claimed to underlie preschoolers' math ability. It is unclear, however, whether similar/different cognitive markers, or combinations of them, are associated with different patterns of emerging math abilities (i.e., different patterns of strength and weakness). To examine this question, 103 preschoolers (40-60 months of age) completed six math tasks (count sequence, object counting, give a number, naming numbers, ordinal relations, and arithmetic), three number-specific markers of math ability (dot enumeration, magnitude comparison, and spontaneous focusing on numerosity), and four general markers (working memory, response inhibition, attention, and vocabulary). A three-step latent profile modeling procedure identified five math ability profiles that differed in their patterns of math strengths and weaknesses; specifically, the profiles were characterized by (a) excellent math ability on all math tasks, (b) good arithmetic ability, (c) good math ability but relatively poor count sequence recitation ability, (d) average ability on all math tasks, and (e) poor ability on all math tasks. After controlling for age, only dot enumeration and spontaneous focusing on numerosity were associated with the math ability profiles, whereas vocabulary was also marginally significant, and these markers were differentially associated with different profiles; that is, different cognitive markers were associated with different patterns of strengths and weaknesses in math abilities. Findings are discussed in terms of their implications for the development of math cognition. Copyright © 2016 Elsevier Inc. All rights reserved.

Simple arithmetic: not so simple for highly math anxious individuals.

Science.gov (United States)

Chang, Hyesang; Sprute, Lisa; Maloney, Erin A; Beilock, Sian L; Berman, Marc G

2017-12-01

Fluency with simple arithmetic, typically achieved in early elementary school, is thought to be one of the building blocks of mathematical competence. Behavioral studies with adults indicate that math anxiety (feelings of tension or apprehension about math) is associated with poor performance on cognitively demanding math problems. However, it remains unclear whether there are fundamental differences in how high and low math anxious individuals approach overlearned simple arithmetic problems that are less reliant on cognitive control. The current study used functional magnetic resonance imaging to examine the neural correlates of simple arithmetic performance across high and low math anxious individuals. We implemented a partial least squares analysis, a data-driven, multivariate analysis method to measure distributed patterns of whole-brain activity associated with performance. Despite overall high simple arithmetic performance across high and low math anxious individuals, performance was differentially dependent on the fronto-parietal attentional network as a function of math anxiety. Specifically, low-compared to high-math anxious individuals perform better when they activate this network less-a potential indication of more automatic problem-solving. These findings suggest that low and high math anxious individuals approach even the most fundamental math problems differently. © The Author (2017). Published by Oxford University Press.

Preschool Math Exposure in Private Center-Based Care and Low-SES Children's Math Development

Science.gov (United States)

Bachman, Heather J.; Degol, Jessica L.; Elliott, Leanne; Scharphorn, Laura; El Nokali, Nermeen E.; Palmer, Kalani M.

2018-01-01

Research Findings: The present study examined the amount of exposure to math activities that children of low socioeconomic status (SES) encounter in private community-based preschool classrooms and whether greater time in these activities predicted higher math skills. Three cohorts of 4- to 5-year-old children were recruited from 30 private…

Building a Math-Positive Culture: How to Support Great Math Teaching in Your School (ASCD Arias)

Science.gov (United States)

Seeley, Cathy L.

2016-01-01

Cathy L. Seeley, former president of the National Council of Teachers of Mathematics, turns the spotlight on administrative leaders who are seeking to improve their math programs, offering an overview of what an effective program looks like and examples of actions to take to achieve that goal. "Building a Math-Positive Culture" addresses…

Neural correlates of math anxiety – an overview and implications

OpenAIRE

Artemenko, Christina; Daroczy, Gabriella; Nuerk, Hans-Christoph

2015-01-01

Math anxiety is a common phenomenon which can have a negative impact on numerical and arithmetic performance. However, so far little is known about the underlying neurocognitive mechanisms. This mini review provides an overview of studies investigating the neural correlates of math anxiety which provide several hints regarding its influence on math performance: while behavioral studies mostly observe an influence of math anxiety on difficult math tasks, neurophysiological studies show that pr...

Using the Intel Math Kernel Library on Peregrine | High-Performance

Science.gov (United States)

Computing | NREL the Intel Math Kernel Library on Peregrine Using the Intel Math Kernel Library on Peregrine Learn how to use the Intel Math Kernel Library (MKL) with Peregrine system software. MKL architectures. Core math functions in MKL include BLAS, LAPACK, ScaLAPACK, sparse solvers, fast Fourier

Teachers and Counselors: Building Math Confidence in Schools

Directory of Open Access Journals (Sweden)

Joseph M. Furner

2017-08-01

Full Text Available Mathematics teachers need to take on the role of counselors in addressing the math anxious in today's math classrooms. This paper looks at the impact math anxiety has on the future of young adults in our high-tech society. Teachers and professional school counselors are encouraged to work together to prevent and reduce math anxiety. It is important that all students feel confident in their ability to do mathematics in an age that relies so heavily on problem solving, technology, science, and mathematics. It really is a school's obligation to see that their students value and feel confident in their ability to do math, because ultimately a child's life: all decisions they will make and careers choices may be determined based on their disposition toward mathematics. This paper raises some interesting questions and provides some strategies (See Appendix A for teachers and counselors for addressing the issue of math anxiety while discussing the importance of developing mathematically confident young people for a high-tech world of STEM.

Metacognitive awareness and math anxiety in gifted students

Directory of Open Access Journals (Sweden)

Hakan Sarıcam

2015-12-01

Full Text Available The basic purpose of this study has been to examine the relationships between metacognitive awareness and maths anxiety in gifted students. The second aim was to compare with gifted and non-gifted students’ metacognitive awareness and maths anxiety levels. The participants were 300 (150 gifted, 150 non-gifted volunteer secondary school students in Turkey. The mean age of the participants was 12.56 years ranging from 12 to 13 years. For gathering data, the Maths Anxiety Scale for Elementary School Students and The Metacognitive Awareness Inventory for Children were used. For analysing the data, Spearman correlation analysis, the Mann Whitney U test, and linear regression analysis were used. According to the findings: firstly, gifted students’ metacognitive awareness scores were higher than those of non-gifted students. On the other hand, non-gifted students’ maths anxiety levels were higher than those of gifted students. Secondly, there was negative correlation between metacognitive awareness and math anxiety. Finally, the findings of linear regression analysis indicated that metacognitive awareness is explained by 48% total variance of maths anxiety in gifted students.

Briefing paper for universities on Core Maths

OpenAIRE

Glaister, Paul

2015-01-01

This briefing paper outlines the rationale for and development of the new Core Maths qualifications, the characteristics of Core Maths, and why Core Maths is important for higher education. It is part of a communication to university vice-chancellors from the Department for Business, Innovation and Skills (BIS) comprising this paper and a joint Ministerial letter from Jo Johnson, Minister of State for Universities and Science in BIS, and Nick Gibb, Minister of State for Schools in the Departm...

Nuclear structure of Ra at high spin

Indian Academy of Sciences (India)

[15] A Kramer-Flecken et al, Nucl. Instrum. Methods A275, 333 (1989). [16] T Lonnroth et al, Phys. Rev. C27, 180 (1983). [17] Blomqvist et al, Phys. Rev. Lett. 38, 534 (1977). [18] Nushell @ MSU, B A Brown and W D M Rae (unpublished), http://www.nscl.msu.edu/ brown/. Pramana – J. Phys., Vol. 79, No. 3, September 2012.

Instant Math Storymats with Hands-on Activities for Building Essential Primary Math Skills, Grades K-2.

Science.gov (United States)

Spann, Mary Beth

This book contains 18 reproducible Math Storymats which can be a refreshing addition to any early elementary math program. Each storymat is accompanied by two separate read-aloud story selections that guide children in using plastic disk-shaped markers to interact with the mats in specific and open-ended ways. Together the mats and the…

Effects of Random Environment on a Self-Organized Critical System: Renormalization Group Analysis of a Continuous Model

Directory of Open Access Journals (Sweden)

Antonov N.V.

2016-01-01

Full Text Available We study effects of the random fluid motion on a system in a self-organized critical state. The latter is described by the continuous stochastic model proposed by Hwa and Kardar [Phys. Rev. Lett. 62: 1813 (1989]. The advecting velocity field is Gaussian, not correlated in time, with the pair correlation function of the form ∝ δ(t − t′/k⊥d-1+ξ , where k⊥ = |k⊥| and k⊥ is the component of the wave vector, perpendicular to a certain preferred direction – the d-dimensional generalization of the ensemble introduced by Avellaneda and Majda [Commun. Math. Phys. 131: 381 (1990]. Using the field theoretic renormalization group we show that, depending on the relation between the exponent ξ and the spatial dimension d, the system reveals different types of large-scale, long-time scaling behaviour, associated with the three possible fixed points of the renormalization group equations. They correspond to ordinary diffusion, to passively advected scalar field (the nonlinearity of the Hwa–Kardar model is irrelevant and to the “pure” Hwa–Kardar model (the advection is irrelevant. For the special case ξ = 2(4 − d/3 both the nonlinearity and the advection are important. The corresponding critical exponents are found exactly for all these cases.

Metacognition and Confidence: Comparing Math to Other Academic Subjects

Directory of Open Access Journals (Sweden)

Shanna eErickson

2015-06-01

Full Text Available Two studies addressed student metacognition in math, measuring confidence accuracy about math performance. Underconfidence would be expected in light of pervasive math anxiety. However, one might alternatively expect overconfidence based on previous results showing overconfidence in other subject domains. Metacognitive judgments and performance were assessed for biology, literature, and mathematics tests. In Study 1, high school students took three different tests and provided estimates of their performance both before and after taking each test. In Study 2, undergraduates similarly took three shortened SAT II Subject Tests. Students were overconfident in predicting math performance, indeed showing greater overconfidence compared to other academic subjects. It appears that both overconfidence and anxiety can adversely affect metacognitive ability and can lead to math avoidance. The results have implications for educational practice and other environments that require extensive use of math.

Childcare Quality and Preschoolers' Math Development

Science.gov (United States)

Choi, Ji Young; Dobbs-Oates, Jennifer

2014-01-01

This study examined the associations between four types of childcare quality (i.e. teacher-child closeness, frequency of math-related activities, and teacher education and experience) and preschoolers' residualised gain in math over the course of six months. Additionally, potential interactions between teacher-child closeness and other indicators…

On a classification of irreducible almost-commutative geometries IV

International Nuclear Information System (INIS)

Jureit, Jan-Hendrik; Stephan, Christoph A.

2008-01-01

In this paper, we will classify the finite spectral triples with KO-dimension 6, following the classification found in Iochum, B., Schuecker, T., and Stephan, C. A., J. Math. Phys. 45, 5003 (2004); Jureit, J.-H. and Stephan, C. A., J. Math. Phys. 46, 043512 (2005); Schuecker, T. (unpublished); Jureit, J.-H., Schuecker, T., and Stephan, C. A., J. Math. Phys. 46, 072302 (2005). with up to four summands in the matrix algebra. Again, heavy use is made of Krajewski diagrams [Krajewski, T., J. Geom. Phys. 28, 1 (1998).] This work has been inspired by the recent paper by Connes (unpublished) and Barrett (unpublished). In the classification, we find that the standard model of particle physics in its minimal version fits the axioms of noncommutative geometry in the case of KO-dimension 6. By minimal version, it is meant that at least one neutrino has to be massless and mass-terms mixing particles and antiparticles are prohibited

More than Counting: Whole Math Activities for Preschool and Kindergarten.

Science.gov (United States)

Moomaw, Sally; Hieronymus, Brenda

This book presents extensive sampling of a "whole math" curriculum for preschool and kindergarten children ages 3 and older. An introductory chapter is followed by seven curriculum chapters that discuss math manipulatives, collections, grid games, path games, graphing, math and gross-motor play, and the "math suitcase." Each chapter is divided…

Asymptotic expansion of the Keesom integral

International Nuclear Information System (INIS)

Abbott, Paul C

2007-01-01

The asymptotic evaluation and expansion of the Keesom integral, K(a), is discussed at some length in Battezzati and Magnasco (2004 J. Phys. A: Math. Gen. 37 9677; 2005 J. Phys. A: Math. Gen. 38 6715). Here, using standard identities, it is shown that this triple integral can be reduced to a single integral from which the asymptotic behaviour is readily obtained using Laplace's method. (comment)

Math Anxiety and the "Math Gap": How Attitudes toward Mathematics Disadvantages Students as Early as Preschool

Science.gov (United States)

Geist, Eugene

2015-01-01

This study was conducted to examine the attitudes of Head Start teachers toward mathematics and how it may influence how and what they teach in the classroom. In general, the findings of this study can be summarized as this: 1) Math anxiety affects how teachers assess their ability at mathematics. The more math anxiety they report, the lower they…

Supporting English Language Learners in Math Class, Grades 6-8

Science.gov (United States)

Melanese, Kathy; Chung, Luz; Forbes, Cheryl

2011-01-01

This new addition to Math Solutions "Supporting English Language Learners in Math Class series" offers a wealth of lessons and strategies for modifying grades 6-8 instruction. Section I presents an overview of teaching math to English learners: the research, the challenges, the linguistic demands of a math lesson, and specific strategies and…

Cooper pair induced frustration and nematicity of two-dimensional magnetic adatom lattices

Science.gov (United States)

Schecter, Michael; Syljuâsen, Olav F.; Paaske, Jens

2018-05-01

We propose utilizing the Cooper pair to induce magnetic frustration in systems of two-dimensional (2D) magnetic adatom lattices on s -wave superconducting surfaces. The competition between singlet electron correlations and the RKKY coupling is shown to lead to a variety of hidden-order states that break the point-group symmetry of the 2D adatom lattice at finite temperature. The phase diagram is constructed using a newly developed effective bond theory [M. Schecter et al., Phys. Rev. Lett. 119, 157202 (2017), 10.1103/PhysRevLett.119.157202], and exhibits broad regions of long-range vestigial nematic order.

Compensation of head-on beam-beam induced resonance driving terms and tune spread in the Relativistic Heavy Ion Collider

Directory of Open Access Journals (Sweden)

W. Fischer

2017-09-01

Full Text Available A head-on beam-beam compensation scheme was implemented for operation in the Relativistic Heavy Ion Collider (RHIC at Brookhaven National Laboratory [Phys. Rev. Lett. 115, 264801 (2015PRLTAO0031-900710.1103/PhysRevLett.115.264801]. The compensation consists of electron lenses for the reduction of the beam-beam induced tune spread, and a lattice for the minimization of beam-beam generated resonance driving terms. We describe the implementations of the lattice and electron lenses, and report on measurements of lattice properties and the effect of the electron lenses on the hadron beam.

Exact Chiral Spin Liquid with Stable Spin Fermi Surface on the Kagome Lattice

Science.gov (United States)

2011-05-17

REVIEW B 83, 180412(R) (2011) FIG. 3. (a) Band structure on a cylindrical geometry for J = J ′ = 1.0, J∇ = J ′∇ = 0.8, J5 = 0. There are two gapless...Grant No. DMR-0955778 (V.C. and G.A.F.) at Austin and DOE Grant No. DE -AC02- 05CH11231 (HY) at Berkeley. 1S. A. Kivelson, D. S. Rokhsar, and J. P...Helton et al., Phys. Rev. Lett. 98, 107204 (2007). 32D. F. Schroeter, E. Kapit , R. Thomale, and M. Greiter, Phys. Rev. Lett. 99, 97202 (2007). 33E. H

Distinguishing computable mixtures of quantum states

Science.gov (United States)

Grande, Ignacio H. López; Senno, Gabriel; de la Torre, Gonzalo; Larotonda, Miguel A.; Bendersky, Ariel; Figueira, Santiago; Acín, Antonio

2018-05-01

In this article we extend results from our previous work [Bendersky et al., Phys. Rev. Lett. 116, 230402 (2016), 10.1103/PhysRevLett.116.230402] by providing a protocol to distinguish in finite time and with arbitrarily high success probability any algorithmic mixture of pure states from the maximally mixed state. Moreover, we include an experimental realization, using a modified quantum key distribution setup, where two different random sequences of pure states are prepared; these sequences are indistinguishable according to quantum mechanics, but they become distinguishable when randomness is replaced with pseudorandomness within the experimental preparation process.

Rotational Spectroscopy Unveils Eleven Conformers of Adrenaline

Science.gov (United States)

Cabezas, C.; Cortijo, V.; Mata, S.; Lopez, J. C.; Alonso, J. L.

2013-06-01

Recent improvements in our LA-MB-FTMW instrumentation have allowed the characterization of eleven and eight conformers for the neurotransmitters adrenaline and noradrenaline respectively. The observation of this rich conformational behavior is in accordance with the recent observation of seven conformers for dopamine and in sharp contrast with the conformational reduction proposed for catecholamines. C. Cabezas, I. Peña, J. C. López, J. L. Alonso J. Phys. Chem. Lett. 2013, 4, 486. H. Mitsuda, M. Miyazaki, I. B. Nielsen, P. Carcabal,C. Dedonder, C. Jouvet, S. Ishiuchi, M. Fujii J. Phys. Chem. Lett. 2010, 1, 1130.

Density gradient effects in weakly nonlinear ablative Rayleigh-Taylor instability

International Nuclear Information System (INIS)

Wang, L. F.; Ye, W. H.; He, X. T.

2012-01-01

In this research, density gradient effects (i.e., finite thickness of ablation front effects) in ablative Rayleigh-Taylor instability (ARTI), in the presence of preheating within the weakly nonlinear regime, are investigated numerically. We analyze the weak, medium, and strong ablation surfaces which have different isodensity contours, respectively, to study the influences of finite thickness of ablation front on the weakly nonlinear behaviors of ARTI. Linear growth rates, generation coefficients of the second and the third harmonics, and coefficients of the third-order feedback to the fundamental mode are obtained. It is found that the linear growth rate which has a remarkable maximum, is reduced, especially when the perturbation wavelength λ is short and a cut-off perturbation wavelength λ c appears when the perturbation wavelength λ is sufficiently short, where no higher harmonics exists when λ c . The phenomenon of third-order positive feedback to the fundamental mode near the λ c [J. Sanz et al., Phys. Rev. Lett. 89, 195002 (2002); J. Garnier et al., Phys. Rev. Lett. 90, 185003 (2003); J. Garnier and L. Masse, Phys. Plasmas 12, 062707 (2005)] is confirmed in numerical simulations, and the physical mechanism of the third-order positive feedback is qualitatively discussed. Moreover, it is found that generations and growths of the second and the third harmonics are stabilized (suppressed and reduced) by the ablation effect. Meanwhile, the third-order negative feedback to the fundamental mode is also reduced by the ablation effect, and hence, the linear saturation amplitude (typically ∼0.2λ in our simulations) is increased significantly and therefore exceeds the classical prediction 0.1λ, especially for the strong ablation surface with a small perturbation wavelength. Overall, the ablation effect stabilizes the ARTI in the weakly nonlinear regime. Numerical results obtained are in general agreement with the recent weakly nonlinear theories and simulations

Five Keys for Teaching Mental Math

Science.gov (United States)

Olsen, James R.

2015-01-01

After studying the Common Core State Standards for Mathematics (CCSSM) and brain-based learning research, James Olsen believes mental math instruction in secondary school mathematics (grades 7-12) and in teacher education programs needs increased attention. The purpose of this article is to share some keys for teaching mental math. Olsen also…

Mini-Portfolio on Math and Science.

Science.gov (United States)

Teaching PreK-8, 1996

1996-01-01

Presents six articles dealing with math and science education: "Sneaker Geometry" (Jack George), "Fairs with a Flair" (Diane McCarty), "Generating Excitement with Math Projects" (Jeffrey Kostecky and Louis Roe), "Playing with Numbers" (Diana Smith), "When Student Teachers Want to Do Hands-On Science" (Betsy Feldkamp-Price), and "Science ala Carte"…

Decreasing Math Anxiety in College Students

Science.gov (United States)

Perry, Andrew B.

2004-01-01

This paper examines the phenomenon of mathematics anxiety in contemporary college and university students. Forms of math anxiety range from moderate test anxiety to extreme anxiety including physiological symptoms such as nausea. For each of several types of math anxiety, one or more case studies is analyzed. Selected strategies for coping with…

Contextual Factors Related to Math Anxiety in Second-Grade Children

Science.gov (United States)

Jameson, Molly M.

2014-01-01

As the United States falls farther behind other countries in standardized math assessments, the author seeks to understand why U.S. students perform so poorly. One of the possible explanations to U.S. students' poor math performance may be math anxiety. However, math anxiety in elementary school children is a neglected area in the research. The…

Impact of Math Snacks Games on Students' Conceptual Understanding

Science.gov (United States)

Winburg, Karin; Chamberlain, Barbara; Valdez, Alfred; Trujillo, Karen; Stanford, Theodore B.

2016-01-01

This "Math Snacks" intervention measured 741 fifth grade students' gains in conceptual understanding of core math concepts after game-based learning activities. Teachers integrated four "Math Snacks" games and related activities into instruction on ratios, coordinate plane, number systems, fractions and decimals. Using a…

Approximate Arithmetic Training Improves Informal Math Performance in Low Achieving Preschoolers

Directory of Open Access Journals (Sweden)

Emily Szkudlarek

2018-05-01

Full Text Available Recent studies suggest that practice with approximate and non-symbolic arithmetic problems improves the math performance of adults, school aged children, and preschoolers. However, the relative effectiveness of approximate arithmetic training compared to available educational games, and the type of math skills that approximate arithmetic targets are unknown. The present study was designed to (1 compare the effectiveness of approximate arithmetic training to two commercially available numeral and letter identification tablet applications and (2 to examine the specific type of math skills that benefit from approximate arithmetic training. Preschool children (n = 158 were pseudo-randomly assigned to one of three conditions: approximate arithmetic, letter identification, or numeral identification. All children were trained for 10 short sessions and given pre and post tests of informal and formal math, executive function, short term memory, vocabulary, alphabet knowledge, and number word knowledge. We found a significant interaction between initial math performance and training condition, such that children with low pretest math performance benefited from approximate arithmetic training, and children with high pretest math performance benefited from symbol identification training. This effect was restricted to informal, and not formal, math problems. There were also effects of gender, socio-economic status, and age on post-test informal math score after intervention. A median split on pretest math ability indicated that children in the low half of math scores in the approximate arithmetic training condition performed significantly better than children in the letter identification training condition on post-test informal math problems when controlling for pretest, age, gender, and socio-economic status. Our results support the conclusion that approximate arithmetic training may be especially effective for children with low math skills, and that

Approximate Arithmetic Training Improves Informal Math Performance in Low Achieving Preschoolers.

Science.gov (United States)

Szkudlarek, Emily; Brannon, Elizabeth M

2018-01-01

Recent studies suggest that practice with approximate and non-symbolic arithmetic problems improves the math performance of adults, school aged children, and preschoolers. However, the relative effectiveness of approximate arithmetic training compared to available educational games, and the type of math skills that approximate arithmetic targets are unknown. The present study was designed to (1) compare the effectiveness of approximate arithmetic training to two commercially available numeral and letter identification tablet applications and (2) to examine the specific type of math skills that benefit from approximate arithmetic training. Preschool children ( n = 158) were pseudo-randomly assigned to one of three conditions: approximate arithmetic, letter identification, or numeral identification. All children were trained for 10 short sessions and given pre and post tests of informal and formal math, executive function, short term memory, vocabulary, alphabet knowledge, and number word knowledge. We found a significant interaction between initial math performance and training condition, such that children with low pretest math performance benefited from approximate arithmetic training, and children with high pretest math performance benefited from symbol identification training. This effect was restricted to informal, and not formal, math problems. There were also effects of gender, socio-economic status, and age on post-test informal math score after intervention. A median split on pretest math ability indicated that children in the low half of math scores in the approximate arithmetic training condition performed significantly better than children in the letter identification training condition on post-test informal math problems when controlling for pretest, age, gender, and socio-economic status. Our results support the conclusion that approximate arithmetic training may be especially effective for children with low math skills, and that approximate arithmetic

Accuracy of the microcanonical Lanczos method to compute real-frequency dynamical spectral functions of quantum models at finite temperatures

Science.gov (United States)

Okamoto, Satoshi; Alvarez, Gonzalo; Dagotto, Elbio; Tohyama, Takami

2018-04-01

We examine the accuracy of the microcanonical Lanczos method (MCLM) developed by Long et al. [Phys. Rev. B 68, 235106 (2003), 10.1103/PhysRevB.68.235106] to compute dynamical spectral functions of interacting quantum models at finite temperatures. The MCLM is based on the microcanonical ensemble, which becomes exact in the thermodynamic limit. To apply the microcanonical ensemble at a fixed temperature, one has to find energy eigenstates with the energy eigenvalue corresponding to the internal energy in the canonical ensemble. Here, we propose to use thermal pure quantum state methods by Sugiura and Shimizu [Phys. Rev. Lett. 111, 010401 (2013), 10.1103/PhysRevLett.111.010401] to obtain the internal energy. After obtaining the energy eigenstates using the Lanczos diagonalization method, dynamical quantities are computed via a continued fraction expansion, a standard procedure for Lanczos-based numerical methods. Using one-dimensional antiferromagnetic Heisenberg chains with S =1 /2 , we demonstrate that the proposed procedure is reasonably accurate, even for relatively small systems.

Thermodynamic aspects of information transfer in complex dynamical systems

Science.gov (United States)

Cafaro, Carlo; Ali, Sean Alan; Giffin, Adom

2016-02-01

From the Horowitz-Esposito stochastic thermodynamical description of information flows in dynamical systems [J. M. Horowitz and M. Esposito, Phys. Rev. X 4, 031015 (2014), 10.1103/PhysRevX.4.031015], it is known that while the second law of thermodynamics is satisfied by a joint system, the entropic balance for the subsystems is adjusted by a term related to the mutual information exchange rate between the two subsystems. In this article, we present a quantitative discussion of the conceptual link between the Horowitz-Esposito analysis and the Liang-Kleeman work on information transfer between dynamical system components [X. S. Liang and R. Kleeman, Phys. Rev. Lett. 95, 244101 (2005), 10.1103/PhysRevLett.95.244101]. In particular, the entropic balance arguments employed in the two approaches are compared. Notwithstanding all differences between the two formalisms, our work strengthens the Liang-Kleeman heuristic balance reasoning by showing its formal analogy with the recent Horowitz-Esposito thermodynamic balance arguments.

Comment on "Particle path through a nested Mach-Zehnder interferometer"

Science.gov (United States)

Salih, Hatim

2018-02-01

In a recent paper [Phys. Rev. A 94, 032115 (2016), 10.1103/PhysRevA.94.032115], Griffiths questioned—based on an interesting consistent-histories (CH) argument—the counterfactuality, for one of the bit choices, of the protocol of Salih et al. for communicating without sending physical particles [Phys. Rev. Lett. 110, 170502 (2013), 10.1103/PhysRevLett.110.170502]. Here, we first show that for the Mach-Zehnder version used to explain our protocol, contrary to Griffiths's claim, no family of consistent histories exists where any history has the photon traveling through the communication channel, thus rendering the question of whether the photon was in the communication channel meaningless from a CH viewpoint. We then show that for the actual Michelson-type protocol, there is a consistent-histories family for each cycle that includes histories where the photon travels through the communication channel. We show that the probability of finding the photon in the communication channel at any time is zero—proving complete counterfactuality.

Quark confinement through hidden breaking of colour symmetry

International Nuclear Information System (INIS)

Werle, J.

1993-01-01

The aim of this paper is to study of a non-linear mechanism of quark confinement. The sets of coupled equation for Dirac fields carrying colours and flavours are discussed. They contain non-linear self-interaction and mutual interaction terms of the same fractional form that was studied before for single Dirac fields (Phys.Lett. 71B, 357 (1977); Phys.Lett. 76B, 391 (1980); Acta Phys.Pol. B12, 601 (1981)). It turns out that the only way of preventing creation of isolated coloured objects consists in breaking global colour symmetry. An explicit form of the symmetry breaking term is proposed (different from that used in Acta Phys.Pol. B19, 203 (1988)), which implies that only white currents are conserved and the three colours are truly inseparable. Moreover, the new equations have the advantage of having strictly colour symmetric (white) solution that correspond to an absolute minimum of the symmetry breaking term of energy. (author). 4 refs

Spin entanglement in elastic electron scattering from lithium atoms

Science.gov (United States)

Bartschat, K.; Santos, S. Fonseca dos

2017-04-01

In two recent papers [Blum and Lohmann, Phys. Rev. Lett. 116, 033201 (2016), 10.1103/PhysRevLett.116.033201; Lohmann et al., Phys. Rev. A 94, 032331 (2016), 10.1103/PhysRevA.94.032331], the possibility of continuously varying the degree of entanglement between an elastically scattered electron and the valence electron of an alkali-metal target was discussed. To estimate how well such a scheme may work in practice, we present results for elastic electron scattering from lithium in the energy regime of 1 -5 eV and the full range of scattering angles 0∘-180∘ . The most promising regime for Bell correlations in this particular collision system are energies between about 1.5 and 3.0 eV, in an angular range around 110∘±10∘ . In addition to the relative exchange asymmetry parameter, we present the differential cross section that is important when estimating the count rate and hence the feasibility of experiments using this system.

The Influence of Math Anxiety, Math Performance, Worry, and Test Anxiety on the Iowa Gambling Task and Balloon Analogue Risk Task.

Science.gov (United States)

Buelow, Melissa T; Barnhart, Wesley R

2017-01-01

Multiple studies have shown that performance on behavioral decision-making tasks, such as the Iowa Gambling Task (IGT) and Balloon Analogue Risk Task (BART), is influenced by external factors, such as mood. However, the research regarding the influence of worry is mixed, and no research has examined the effect of math or test anxiety on these tasks. The present study investigated the effects of anxiety (including math anxiety) and math performance on the IGT and BART in a sample of 137 undergraduate students. Math performance and worry were not correlated with performance on the IGT, and no variables were correlated with BART performance. Linear regressions indicated math anxiety, physiological anxiety, social concerns/stress, and test anxiety significantly predicted disadvantageous selections on the IGT during the transition from decision making under ambiguity to decision making under risk. Implications for clinical evaluation of decision making are discussed. © The Author(s) 2015.

Tutoring math platform accessible for visually impaired people.

Science.gov (United States)

Maćkowski, Michał Sebastian; Brzoza, Piotr Franciszek; Spinczyk, Dominik Roland

2018-04-01

There are many problems with teaching and assessing impaired students in higher education, especially in technical science, where the knowledge is represented mostly by structural information like: math formulae, charts, graphs, etc. Developing e-learning platform for distance education solves this problem only partially due to the lack of accessibility for the blind. The proposed method is based on the decomposition of the typical mathematical exercise into a sequence of elementary sub-exercises. This allows for interactive resolving of math exercises and assessment of the correctness of exercise solutions at every stage. The presented methods were prepared and evaluated by visually impaired people and students. The article presents the accessible interactive tutoring platform for math teaching and assessment, and experience in exploring it. The results of conducted research confirm good understanding of math formulae described according to elaborated rules. Regardless of the level of complexity of the math formulae the level of math formulae understanding is higher for alternative structural description. The proposed solution enables alternative descriptions of math formulae. Based on the research results, the tool for computer-aided interactive learning of mathematics adapted to the needs of the blind has been designed, implemented and deployed as a platform for on-site and online and distance learning. The designed solution can be very helpful in overcoming many barriers that occur while teaching impaired students. Copyright © 2017 Elsevier Ltd. All rights reserved.

Basic math and pre-algebra for dummies

CERN Document Server

Zegarelli, Mark

2014-01-01

Tips for simplifying tricky basic math and pre-algebra operations Whether you're a student preparing to take algebra or a parent who wants or needs to brush up on basic math, this fun, friendly guide has the tools you need to get in gear. From positive, negative, and whole numbers to fractions, decimals, and percents, you'll build necessary math skills to tackle more advanced topics, such as imaginary numbers, variables, and algebraic equations. Explanations and practical examples that mirror today's teaching methodsRelevant cultural vernacular and referencesStandard For Dummies materials that

The Math-Biology Values Instrument: Development of a Tool to Measure Life Science Majors' Task Values of Using Math in the Context of Biology.

Science.gov (United States)

Andrews, Sarah E; Runyon, Christopher; Aikens, Melissa L

2017-01-01

In response to calls to improve the quantitative training of undergraduate biology students, there have been increased efforts to better integrate math into biology curricula. One challenge of such efforts is negative student attitudes toward math, which are thought to be particularly prevalent among biology students. According to theory, students' personal values toward using math in a biological context will influence their achievement and behavioral outcomes, but a validated instrument is needed to determine this empirically. We developed the Math-Biology Values Instrument (MBVI), an 11-item college-level self--report instrument grounded in expectancy-value theory, to measure life science students' interest in using math to understand biology, the perceived usefulness of math to their life science career, and the cost of using math in biology courses. We used a process that integrates multiple forms of validity evidence to show that scores from the MBVI can be used as a valid measure of a student's value of math in the context of biology. The MBVI can be used by instructors and researchers to help identify instructional strategies that influence math-biology values and understand how math-biology values are related to students' achievement and decisions to pursue more advanced quantitative-based courses. © 2017 S. E. Andrews et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Tangible Math

Science.gov (United States)

Scarlatos, Lori L.

2006-01-01

Educators recognize that group work and physical involvement with learning materials can greatly enhance the understanding and retention of difficult concepts. As a result, math manipulatives--such as pattern blocks and number lines--have increasingly been making their way into classrooms and children's museums. Yet without the constant guidance…

What to Do About Canada's Declining Math Scores?

OpenAIRE

Anna Stokke

2015-01-01

The declining performance of Canadian students on international math assessments should worry Canadians and their provincial governments. Strong mathematics knowledge is required for success in the workforce, and early achievement in math is one of the best predictors of later academic success and future career options. Between 2003 and 2012, all but two Canadian provinces showed statistically significant declines in math scores on international exams administered by the Organization for Econ...

Math anxiety in second and third graders and its relation to mathematics achievement.

Science.gov (United States)

Wu, Sarah S; Barth, Maria; Amin, Hitha; Malcarne, Vanessa; Menon, Vinod

2012-01-01

Although the detrimental effects of math anxiety in adults are well understood, few studies have examined how it affects younger children who are beginning to learn math in a formal academic setting. Here, we examine the relationship between math anxiety and math achievement in second and third graders. In response to the need for a grade-appropriate measure of assessing math anxiety in this group we first describe the development of Scale for Early Mathematics Anxiety (SEMA), a new measure for assessing math anxiety in second and third graders that is based on the Math Anxiety Rating Scale. We demonstrate the construct validity and reliability of the SEMA and use it to characterize the effect of math anxiety on standardized measures of math abilities, as assessed using the Mathematical Reasoning and Numerical Operations subtests of the Wechsler Individual Achievement Test (WIAT-II). Math achievement, as measured by the WIAT-II Math Composite score, was significantly and negatively correlated with SEMA but not with trait anxiety scores. Additional analyses showed that SEMA scores were strongly correlated with Mathematical Reasoning scores, which involves more complex verbal problem solving. SEMA scores were weakly correlated with Numerical Operations which assesses basic computation skills, suggesting that math anxiety has a pronounced effect on more demanding calculations. We also found that math anxiety has an equally detrimental impact on math achievement regardless of whether children have an anxiety related to numbers or to the situational and social experience of doing math. Critically, these effects were unrelated to trait anxiety, providing the first evidence that the specific effects of math anxiety can be detected in the earliest stages of formal math learning in school. Our findings provide new insights into the developmental origins of math anxiety, and further underscore the need to remediate math anxiety and its deleterious effects on math achievement

The role of early language abilities on math skills among Chinese children.

Directory of Open Access Journals (Sweden)

Juan Zhang

Full Text Available The present study investigated the role of early language abilities in the development of math skills among Chinese K-3 students. About 2000 children in China, who were on average aged 6 years, were assessed for both informal math (e.g., basic number concepts such as counting objects and formal math (calculations including addition and subtraction skills, language abilities and nonverbal intelligence.Correlation analysis showed that language abilities were more strongly associated with informal than formal math skills, and regression analyses revealed that children's language abilities could uniquely predict both informal and formal math skills with age, gender, and nonverbal intelligence controlled. Mediation analyses demonstrated that the relationship between children's language abilities and formal math skills was partially mediated by informal math skills.The current findings indicate 1 Children's language abilities are of strong predictive values for both informal and formal math skills; 2 Language abilities impacts formal math skills partially through the mediation of informal math skills.

Mathematizing: An Emergent Math Curriculum Approach for Young Children

Science.gov (United States)

Rosales, Allen C.

2015-01-01

Based on years of research with early childhood teachers, author Allen Rosales provides an approach to create an emergent math curriculum that integrates children's interests with math concepts. The mathematizing approach is different from traditional math curriculums, as it immerses children in a process that is designed to develop their…

A universal projective synchronization of general autonomous ...

Indian Academy of Sciences (India)

ditions, and from figures 3 and 4, we observe that both give good results. This shows that our method ... [4] G R Michael, S P Arkady and K Jurgen, Phys. Rev. Lett. 76, 1804 ... [11] F Nian and X Wang, Chaos 21, 043131 (2011). [12] Q Jia, Phys.

Hybrid Circuit Quantum Electrodynamics: Coupling a Single Silicon Spin Qubit to a Photon

Science.gov (United States)

2015-01-01

776 (2008). 14. M. Pioro-Ladriere, Y. Tokura, T. Obata, T. Kubo , S. Tarucha, Micromagnets for coherent control of spin-charge qubit in lateral...slanting Zeeman field. Phys. Rev. Lett. 96, 047202 (2006). 16. Y. Kubo et al., Strong coupling of a spin ensemble to a superconducting resonator. Phys

Rapid growth of nanotubes and nanorods of würtzite ZnO through ...

Indian Academy of Sciences (India)

Administrator

report here on the synthesis of ZnO nanorods and nano- tubes from a ..... Hu Y, Zhou X, Han Q, Cao Q and Huang Y 2003 Mater. Sci. ... Lao J Y, Huang J Y, Wang D Z and Ren Z F 2003 Nano Lett. 3. 235 ... Xing Y J et al 2003 Appl. Phys. Lett.

Heterotic superstring and curved, scale-invariant superspace

International Nuclear Information System (INIS)

Kuusk, P.K.

1988-01-01

It is shown that the modified heterotic superstring [R. E. Kallosh, JETP Lett. 43, 456 (1986); Phys. Lett. 176B, 50 (1986)] demands a scale-invariant superspace for its existence. Explicit expressions are given for the connection, the torsion, and the curvature of an extended scale-invariant superspace with 506 bosonic and 16 fermionic coordinates

A one-parameter model for the spread of Avian Influenza A/H5N1

International Nuclear Information System (INIS)

Eifert, Hans-Justus; Held, Sascha; Messer, Joachim A.

2009-01-01

Using a Lindblad dissipation dynamics [Lindblad G. On the generators of quantum dynamical semigroups. Commun Math Phys 1976;48:119-130 and see also Gorini V, Frigerio A, Verri M, Kossakowski A, Sudarshan ECG. Properties of quantum Markovian master equations. Rep Math Phys 1978;13:149-173; Alicki R, Messer J. Nonlinear quantum dynamical semigroups for many-body open systems. J Stat Phys 1983;32:299-312.] for biological rate equations we derive a one-component discrete dynamics for the spread of Avian Influenza. Numerical solutions of the difference equations are calculated and compared with measurement data.

Comment on 'Nonlinear gyrokinetic theory with polarization drift' [Phys. Plasmas 17, 082304 (2010)

International Nuclear Information System (INIS)

Leerink, S.; Parra, F. I.; Heikkinen, J. A.

2010-01-01

In this comment, we show that by using the discrete particle distribution function the changes of the phase-space volume of gyrocenter coordinates due to the fluctuating ExB velocity do not explicitly appear in the Poisson equation and the [Sosenko et al., Phys. Scr. 64, 264 (2001)] result is recovered. It is demonstrated that there is no contradiction between the work presented by Sosenko et al. and the work presented by [Wang et al., Phys. Plasmas 17, 082304 (2010)].

Math anxiety in second and third graders and its relation to mathematics achievement

Directory of Open Access Journals (Sweden)

Sarah eWu

2012-06-01

Full Text Available Although the detrimental effects of math anxiety in adults are well understood, few studies have examined how it affects younger children who are beginning to learn math in a formal academic setting. Here, we examine the relationship between math anxiety and math achievement in 2nd and 3rd graders. In response to the need for a grade-appropriate measure of assessing math anxiety in this group we first describe the development of Scale for Early Mathematics Anxiety (SEMA, a new measure for assessing math anxiety in 2nd and 3rd graders that is based on the Math Anxiety Rating Scale. We demonstrate the construct validity and reliability of the SEMA and use it to characterize the effect of math anxiety on standardized measures of math abilities, as assessed using the Wechsler Individual Achievement Test (WIAT-II. Math achievement, as measured by the WIAT-II Math Composite score, was significantly and negatively correlated with SEMA but not with trait anxiety scores. Additional analyses showed that SEMA scores were significantly correlated with scores on the Math Reasoning subtest, which involves more complex verbal problem solving, but not with the Numerical Operations subtest which assesses basic computation skills. Our results suggest that math anxiety has a pronounced effect on more demanding calculations. Our results further suggest that math anxiety has an equally detrimental impact on math achievement regardless of whether children have an anxiety related to numbers or to the situational and social experience of doing math. Critically, these effects were unrelated to trait anxiety, providing the first evidence that the specific effects of math anxiety can be detected in the earliest stages of formal math learning in school. Our findings provide new insights into the developmental origins of math anxiety, and further underscore the need to remediate math anxiety and its deleterious effects on math achievement in young children.

Strategies for Reducing Math Anxiety. Information Capsule. Volume 1102

Science.gov (United States)

Blazer, Christie

2011-01-01

Approximately 93 percent of Americans indicate that they experience some level of math anxiety. Math anxiety is defined as negative emotions that interfere with the solving of mathematical problems. Studies have found that some students who perform poorly on math assessments actually have a full understanding of the concepts being tested; however,…

Eulerian Dynamics with a Commutator Forcing

Science.gov (United States)

2017-01-09

SIAM Review 56(4) (2014) 577–621. [Pes2015] J. Peszek. Discrete Cucker-Smale flocking model with a weakly singular weight. SIAM J. Math . Anal., to...viscosities in bounded domains. J. Math . Pures Appl. (9), 87(2):227– 235, 2007. [CV2010] L. Caffarelli, A. Vasseur, Drift diffusion equations with...Further time regularity for fully non-linear parabolic equations. Math . Res. Lett., 22(6):1749–1766, 2015. [CCTT2016] José A. Carrillo, Young-Pil

Math Game(s) - an alternative (approach) to teaching math?

NARCIS (Netherlands)

Ruttkay, Z.M.; Eliens, A.P.W.; Breitlauch, L.

2009-01-01

Getting students to read, digest and practice material is difficult in any discipline, but even more so for math, since many students have to cope with motivational problems and feelings of inadequacy, often due to prior unsuccesful training and teaching methods. In this paper we look at the

Membangun Karakter Anak Usia Dini melalui Pembelajaran Math Character

Directory of Open Access Journals (Sweden)

Titin Faridatun Nisa’

2016-09-01

Full Text Available Penelitian ini bertujuan untuk mengetahui penerapan pembelajaran math character untuk membangun karakter Anak Usia Dini (AUD dan kesulitan-kesulitan yang dialami guru dalam penerapan pembelajaran math character. Target penelitian ini adalah terbentuknya karakter anak usia dini melalui pembelajaran math character. Jenis penelitian ini adalah penelitian deskriptif dengan metode penelitian kualitatif. Teknik pengumpulan informasi penelitian ini dengan metode observasi dan wawancara. Analisis data penelitian ini menggunakan analisis deskriptif. Hasil penelitian menunjukkan bahwa penerapan pembelajaran math character dapat membangun delapan belas nilai-nilai karakter AUD. Kesulitan-kesulitan yang dialami guru dalam pembentukan karakter AUD melalui pembelajaran math character meliputi tema yang digunakan termasuk tema baru, siswa belum terbiasa dengan pembelajaran berbasis sentra, usia siswa bervariasi, dan adanya ikut campur wali siswa dalam kegiatan pembelajaran di kelas sehingga siswa menjadi kurang mandiri.

Math Clock: Perangkat Penunjuk Waktu Kreatif untuk Olahraga Otak

Directory of Open Access Journals (Sweden)

Galuh Boy Hertantyo

2014-11-01

Full Text Available Brain is one of the most vital parts for humans, with the number of brain function that is needed for the body, the brain becomes a very important part of the human body. If there is damage to the brain will certainly cause the performance of the human body will not run properly. Because of that, it’s very important to maintain brain health. There is a way to maintain brain health, for example is by doing brain exercise. Examples of brain exercise is to do simple math calculations or doing brain games like sudoku. Because of that, created a tool that can help the brain to maintain brain exercise. The tool is called math clock. Making math clock tool consists of hardware and software. The hardware consists of RTC as real time data input, ATmega328 as microcontroller and dot matrix 32x16 as a tool to display the output that has been processed by the microcontroller. The software is built using C with Arduino IDE. Math clock will process the data from RTC then processed it, in microcontroller so when output displayed on dot matrix, output will be simple mathematical operation with real time clock data on it. Test results show that, math clock is capable of displaying a simple mathematical calculation operations such as addition, subtraction, multiplication and division. The mathematical operation that display on math clock, appears to be random, so it’s not triggered by same mathematical operation. In math clock the display will change every 20 second, so in 1 minute there are 3 different kinds of mathematical operations. The results of questionnaires of 10 different students, showed 9 out of 10 students said math clock is a tool that easy to use as a clock. Math clock will be alternative for doing brain exercise every day.

Formula for Success: Engaging Families in Early Math Learning

Science.gov (United States)

Global Family Research Project, 2017

2017-01-01

Early math ability is one of the best predictors of children's later success in school. Because children's learning begins in the home, families are fundamental in shaping children's interest and skills in math. The experience of learning and doing math, however, looks different from the instruction that was offered when most adults were in…

Elementary Teachers' Perceptions of Their Professional Teaching Competencies: Differences between Teachers of Math/Science Majors and Non-Math/Science Majors in Taiwan

Science.gov (United States)

Wu, Li-Chen; Chao, Li-ling; Cheng, Pi-Yun; Tuan, Hsiao-Lin; Guo, Chorng-Jee

2018-01-01

The purpose of this study was to probe the differences of perceived professional teaching competence between elementary school math/science teachers in Taiwan who are majored in math/science and those who are not. A researcher-developed Math/Science Teachers' Professional Development Questionnaire was used in a nationwide survey, using a two-stage…

Football to improve math and reading performance

NARCIS (Netherlands)

Van Klaveren, Chris; De Witte, Kristof

2015-01-01

Schools frequently increase the instructional time to improve primary school children's math and reading skills. There is, however, little evidence that math and reading skills are effectively improved by these instruction-time increases. This study evaluates ‘Playing for Success’ (PfS), an extended

Insecure attachment is associated with math anxiety in middle childhood.

Science.gov (United States)

Bosmans, Guy; De Smedt, Bert

2015-01-01

Children's anxiety for situations requiring mathematical problem solving, a concept referred to as math anxiety, has a unique and detrimental impact on concurrent and long-term mathematics achievement and life success. Little is known about the factors that contribute to the emergence of math anxiety. The current study builds on the hypothesis that math anxiety might reflect a maladaptive affect regulation mechanism that is characteristic for insecure attachment relationships. To test this hypothesis, 87 children primary school children (M age = 10.34 years; SD age = 0.63) filled out questionnaires measuring insecure attachment and math anxiety. They all completed a timed and untimed standardized test of mathematics achievement. Our data revealed that individual differences in math anxiety were significantly related to insecure attachment, independent of age, sex, and IQ. Both tests of mathematics achievement were associated with insecure attachment and this effect was mediated by math anxiety. This study is the first to indicate that math anxiety might develop in the context of insecure parent-child attachment relationships.

Insecure attachment is associated with math anxiety in middle childhood

Directory of Open Access Journals (Sweden)

Guy eBosmans

2015-10-01

Full Text Available Children’s anxiety for situations requiring mathematical problem solving, a concept referred to as math anxiety, has a unique and detrimental impact on concurrent and long-term mathematics achievement and life success. Little is known about the factors that contribute to the emergence of math anxiety. The current study builds on the hypothesis that math anxiety might reflect a maladaptive affect-regulation mechanism that is characteristic for insecure attachment relationships. To test this hypothesis, 87 children primary school children (Mage = 10.34 years; SDage = 0.63 filled out questionnaires measuring insecure attachment and math anxiety. They all completed a timed and untimed standardized test of mathematics achievement. Our data revealed that individual differences in math anxiety were significantly related to insecure attachment, independent of age, sex and IQ. Both tests of mathematics achievement were associated with insecure attachment and this effect was mediated by math anxiety. This study is the first to indicate that math anxiety might develop in the context of insecure parent-child attachment relationships.

Almost-commutative geometries beyond the standard model II: new colours

International Nuclear Information System (INIS)

Stephan, Christoph A

2007-01-01

We will present an extension of the standard model of particle physics in its almost-commutative formulation. This extension is guided by the minimal approach to almost-commutative geometries employed by Iochum et al (2004 J. Math. Phys. 45 5003 (Preprint hep-th/0312276)), Jureit and Stephan (2005 J. Math. Phys. 46 043512 (Preprint hep-th/0501134)), Schuecker (2005 Preprint hep-th/0501181), Jureit et al (2005 J. Math. Phys. 46 072303 (Preprint hep-th/0503190)) and Jureit and Stephan (2006 Preprint hep-th/0610040), although the model presented here is not minimal itself. The corresponding almost-commutative geometry leads to a Yang-Mills-Higgs model which consists of the standard model and two new fermions of opposite electromagnetic charge which may possess a new colour-like gauge group. As a new phenomenon, grand unification is no longer required by the spectral action

Almost-commutative geometries beyond the standard model

International Nuclear Information System (INIS)

Stephan, Christoph A

2006-01-01

In Iochum et al (2004 J. Math. Phys. 45 5003), Jureit and Stephan (2005 J. Math. Phys. 46 043512), Schuecker T (2005 Preprint hep-th/0501181) and Jureit et al (2005 J. Math. Phys. 46 072303), a conjecture is presented that almost-commutative geometries, with respect to sensible physical constraints, allow only the standard model of particle physics and electro-strong models as Yang-Mills-Higgs theories. In this paper, a counter-example will be given. The corresponding almost-commutative geometry leads to a Yang-Mills-Higgs model which consists of the standard model of particle physics and two new fermions of opposite electro-magnetic charge. This is the second Yang-Mills-Higgs model within noncommutative geometry, after the standard model, which could be compatible with experiments. Combined to a hydrogen-like composite particle, these new particles provide a novel dark matter candidate

Atomic effect algebras with compression bases

International Nuclear Information System (INIS)

Caragheorgheopol, Dan; Tkadlec, Josef

2011-01-01

Compression base effect algebras were recently introduced by Gudder [Demonstr. Math. 39, 43 (2006)]. They generalize sequential effect algebras [Rep. Math. Phys. 49, 87 (2002)] and compressible effect algebras [Rep. Math. Phys. 54, 93 (2004)]. The present paper focuses on atomic compression base effect algebras and the consequences of atoms being foci (so-called projections) of the compressions in the compression base. Part of our work generalizes results obtained in atomic sequential effect algebras by Tkadlec [Int. J. Theor. Phys. 47, 185 (2008)]. The notion of projection-atomicity is introduced and studied, and several conditions that force a compression base effect algebra or the set of its projections to be Boolean are found. Finally, we apply some of these results to sequential effect algebras and strengthen a previously established result concerning a sufficient condition for them to be Boolean.

A new 2D integrable system with a quartic second invariant

International Nuclear Information System (INIS)

Yehia, Hamad M

2012-01-01

The construction of all 2D Lagrangian systems which admit besides the energy another integral of motion that is quartic in velocities was reduced in our previous article (Yehia 2006 J. Phys. A: Math. Gen. 39 5807–24) to a single nonlinear PDE. In this paper, we introduce a new solution of this equation, leading to a new integrable system with a quartic integral, which involves 16 free parameters. A special case of the new system admits interpretation in a problem of rigid body dynamics. It gives a new integrable variation of the cases due to Kowalevski (1889 Acta Math. 12 177–232), Chaplygin (1903 Tr. Otdel. Phys. Nauk Obsh. Liub. Estest. 11 7–10), Goriatchev (1916 Varshav. Univ. Izv. 1–13) and Yehia (2006 J. Phys. A: Math. Gen. 39 5807–24). (paper)

Technical Math For Dummies

CERN Document Server

Schoenborn, Barry

2010-01-01

Technical Math For Dummies is your one-stop, hands-on guide to acing the math courses you’ll encounter as you work toward getting your degree, certifacation, or�license in the skilled trades. You’ll get easy-to-follow, plain-English guidance on mathematical formulas and methods that professionals use every day in the automotive, health, construction, licensed trades, maintenance, and other trades. You’ll learn how to apply concepts of algebra, geometry, and trigonometry and their formulas related to occupational areas of study. Plus, you’ll find out how to perform basic arithmetic

District Finds the Right Equation to Improve Math Instruction

Science.gov (United States)

Holmstrom, Annette

2010-01-01

The math problem is common to most U.S. school districts, and education leaders are well aware that U.S. math achievement lags far behind many other countries in the world. University Place (Washington) School District Superintendent Patti Banks found the conspicuous income gap for math scores even more disturbing. In her school district, only 23%…

The influence of math anxiety on symbolic and non-symbolic magnitude processing.

Science.gov (United States)

Dietrich, Julia F; Huber, Stefan; Moeller, Korbinian; Klein, Elise

2015-01-01

Deficits in basic numerical abilities have been investigated repeatedly as potential risk factors of math anxiety. Previous research suggested that also a deficient approximate number system (ANS), which is discussed as being the foundation for later math abilities, underlies math anxiety. However, these studies examined this hypothesis by investigating ANS acuity using a symbolic number comparison task. Recent evidence questions the view that ANS acuity can be assessed using a symbolic number comparison task. To investigate whether there is an association between math anxiety and ANS acuity, we employed both a symbolic number comparison task and a non-symbolic dot comparison task, which is currently the standard task to assess ANS acuity. We replicated previous findings regarding the association between math anxiety and the symbolic distance effect for response times. High math anxious individuals showed a larger distance effect than less math anxious individuals. However, our results revealed no association between math anxiety and ANS acuity assessed using a non-symbolic dot comparison task. Thus, our results did not provide evidence for the hypothesis that a deficient ANS underlies math anxiety. Therefore, we propose that a deficient ANS does not constitute a risk factor for the development of math anxiety. Moreover, our results suggest that previous interpretations regarding the interaction of math anxiety and the symbolic distance effect have to be updated. We suggest that impaired number comparison processes in high math anxious individuals might account for the results rather than deficient ANS representations. Finally, impaired number comparison processes might constitute a risk factor for the development of math anxiety. Implications for current models regarding the origins of math anxiety are discussed.

The influence of math anxiety on symbolic and non-symbolic magnitude processing

Directory of Open Access Journals (Sweden)

Julia Felicitas Dietrich

2015-10-01

Full Text Available Deficits in basic numerical abilities have been investigated repeatedly as potential risk factors of math anxiety. Previous research suggested that also a deficient approximate number system (ANS, which is discussed as being the foundation for later math abilities, underlies math anxiety. However, these studies examined this hypothesis by investigating ANS acuity using a symbolic number comparison task. Recent evidence questions the view that ANS acuity can be assessed using a symbolic number comparison task. To investigate whether there is an association between math anxiety and ANS acuity, we employed both a symbolic number comparison task and a non-symbolic dot comparison task, which is currently the standard task to assess ANS acuity. We replicated previous findings regarding the association between math anxiety and the symbolic distance effect for response times. High math anxious individuals showed a larger distance effect than less math anxious individuals. However, our results revealed no association between math anxiety and ANS acuity assessed using a non-symbolic dot comparison task. Thus, our results did not provide evidence for the hypothesis that a deficient ANS underlies math anxiety. Therefore, we propose that a deficient ANS does not constitute a risk factor for the development of math anxiety. Moreover, our results suggest that previous interpretations regarding the interaction of math anxiety and the symbolic distance effect have to be updated. We suggest that impaired number comparison processes in high math anxious individuals might account for the results rather than deficient ANS representations. Finally, impaired number comparison processes might constitute a risk factor for the development of math anxiety. Implications for current models regarding the origins of math anxiety are discussed.

Math Academy: Play Ball! Explorations in Data Analysis & Statistics. Book 3: Supplemental Math Materials for Grades 3-8

Science.gov (United States)

Rimbey, Kimberly

2008-01-01

Created by teachers for teachers, the Math Academy tools and activities included in this booklet were designed to create hands-on activities and a fun learning environment for the teaching of mathematics to the students. This booklet contains the "Math Academy--Play Ball! Explorations in Data Analysis & Statistics," which teachers can use to…

Math Academy: Dining Out! Explorations in Fractions, Decimals, & Percents. Book 4: Supplemental Math Materials for Grades 3-8

Science.gov (United States)

Rimbey, Kimberly

2007-01-01

Created by teachers for teachers, the Math Academy tools and activities included in this booklet were designed to create hands-on activities and a fun learning environment for the teaching of mathematics to the students. This booklet contains the "Math Academy--Dining Out! Explorations in Fractions, Decimals, and Percents," which teachers can use…

Language of Physics, Language of Math: Disciplinary Culture and Dynamic Epistemology

Science.gov (United States)

Redish, Edward F.; Kuo, Eric

2015-07-01

Mathematics is a critical part of much scientific research. Physics in particular weaves math extensively into its instruction beginning in high school. Despite much research on the learning of both physics and math, the problem of how to effectively include math in physics in a way that reaches most students remains unsolved. In this paper, we suggest that a fundamental issue has received insufficient exploration: the fact that in science, we don't just use math, we make meaning with it in a different way than mathematicians do. In this reflective essay, we explore math as a language and consider the language of math in physics through the lens of cognitive linguistics. We begin by offering a number of examples that show how the use of math in physics differs from the use of math as typically found in math classes. We then explore basic concepts in cognitive semantics to show how humans make meaning with language in general. The critical elements are the roles of embodied cognition and interpretation in context. Then, we show how a theoretical framework commonly used in physics education research, resources, is coherent with and extends the ideas of cognitive semantics by connecting embodiment to phenomenological primitives and contextual interpretation to the dynamics of meaning-making with conceptual resources, epistemological resources, and affect. We present these ideas with illustrative case studies of students working on physics problems with math and demonstrate the dynamical nature of student reasoning with math in physics. We conclude with some thoughts about the implications for instruction.

Symbolic math for computation of radiation shielding

International Nuclear Information System (INIS)

Suman, Vitisha; Datta, D.; Sarkar, P.K.; Kushwaha, H.S.

2010-01-01

Radiation transport calculations for shielding studies in the field of accelerator technology often involve intensive numerical computations. Traditionally, radiation transport equation is solved using finite difference scheme or advanced finite element method with respect to specific initial and boundary conditions suitable for the geometry of the problem. All these computations need CPU intensive computer codes for accurate calculation of scalar and angular fluxes. Computation using symbols of the analytical expression representing the transport equation as objects is an enhanced numerical technique in which the computation is completely algorithm and data oriented. Algorithm on the basis of symbolic math architecture is developed using Symbolic math toolbox of MATLAB software. Present paper describes the symbolic math algorithm and its application as a case study in which shielding calculation of rectangular slab geometry is studied for a line source of specific activity. Study of application of symbolic math in this domain evolves a new paradigm compared to the existing computer code such as DORT. (author)

Representation of numerical magnitude in math-anxious individuals.