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https://dspace.lboro.ac.uk/2134/80
2016-12-10T03:12:09Z“Explanatory” talk in mathematics research papers
https://dspace.lboro.ac.uk/2134/23389
Title: “Explanatory” talk in mathematics research papers
Authors: Mejia-Ramos, Juan P.; Inglis, Matthew
Abstract: In this paper we explore the ways in which mathematicians talk about explanation in their research papers. We analyze the use of the words explain/explanation (and various related words) in a large corpus of text containing research papers in both mathematics and physical sciences. We found that mathematicians do not frequently use this family of words and that their use is considerably more prevalent in physics papers than in mathematics papers. In particular, we found that physicists talk about explaining why disproportionately more often than mathematicians. We discuss some possible accounts for these differences.
Description: This paper is in closed access.2017-01-01T00:00:00ZComparing expert and learner mathematical language: A corpus linguistics approach
https://dspace.lboro.ac.uk/2134/23388
Title: Comparing expert and learner mathematical language: A corpus linguistics approach
Authors: Alcock, Lara; Inglis, Matthew; Lew, Kristen; Mejia-Ramos, Juan P.; Rago, Paolo; Sangwin, Christopher J.
Abstract: Corpus linguists attempt to understand language by statistically analyzing large collections of text, known as corpora. We describe the creation of three corpora designed to enable the study of expert and learner mathematical language. Our corpora were formed by collecting and processing three different genres of mathematical texts: mathematical research papers,
undergraduate-level textbooks, and undergraduate dissertations. We pay particular attention to the method by which our corpora were created, and present a mechanism by which LaTeX source files can be easily converted to a form suitable for use with corpus analysis software packages. We then compare these three different types of mathematical texts by analyzing their word frequency distributions. We find that undergraduate students write in remarkably similar ways to textbook authors, but that research papers are substantially different. These differences are discussed.
Description: This paper is in closed access.2017-01-01T00:00:00ZNegotiating between learner and mathematics: a conceptual framework to analyze teacher sensitivity toward constructivism in a mathematics classroom
https://dspace.lboro.ac.uk/2134/23387
Title: Negotiating between learner and mathematics: a conceptual framework to analyze teacher sensitivity toward constructivism in a mathematics classroom
Authors: Borg, Philip; Hewitt, Dave; Jones, Ian
Abstract: Context: Constructivist teachers who find themselves working within an educational system that adopts a realist epistemology, may find themselves at odds with their own beliefs when they catch themselves paying closer attention to the knowledge authorities intend them to teach rather than the knowledge being constructed by their learners. Method: In the preliminary analysis of the mathematical learning of six low-performing Year 7 boys in a Maltese secondary school, whom one of us taught during the scholastic year 2014-15, we constructed a conceptual framework which would help us analyze the extent to which he managed to be sensitive to constructivism in a typical classroom setting. We describe the development of the framework M-N-L (Mathematics-Negotiation-Learner) as a viable analytical tool to search for significant moments in the lessons in which the teacher appeared to engage in what we define as “constructivist teaching” (CT) during mathematics lessons. The development of M-N-L is part of a research program investigating the way low-performing students make mathematical sense of new notation with the help of the software Grid Algebra. Results: M-N-L was found to be an effective instrument which helped to determine the extent to which the teacher was sensitive to his own constructivist beliefs while trying to negotiate a balance between the mathematical concepts he was expected to teach and the conceptual constructions of his students. Implications: One major implication is that it is indeed possible for mathematics teachers to be sensitive to the individual constructions of their learners without losing sight of the concepts that society, represented by curriculum planners, deems necessary for students to learn. The other is that researchers in the field of education may find M-N-L a helpful tool to analyze CT during typical didactical situations established in classroom settings.
Description: This paper is closed access.2016-01-01T00:00:00ZA study of anion binding behaviour of 1,3-alternate thiacalix[4]arene-based receptors bearing urea moieties
https://dspace.lboro.ac.uk/2134/23386
Title: A study of anion binding behaviour of 1,3-alternate thiacalix[4]arene-based receptors bearing urea moieties
Authors: Rahman, Shofiur; Tomiyasu, Hirotsugu; Kawazoe, Hiroto; Zhao, Jiang-Lin; Cong, Hang; Ni, Xin–Long; Zeng, Xi; Elsegood, Mark R.J.; Warwick, Thomas G.; Teat, Simon J.; Redshaw, Carl; Georghiou, P.E.; Yamato, Takehiko
Abstract: Three novel thiacalix[4]arene receptors 4a-c each with a 1,3-alternate conformation and possessing two urea moieties linking various phenyl groups substituted with either para electron-donating or -withdrawing groups have been synthesized. The binding properties of these receptors were investigated by means of 1H NMR spectroscopy and UV-vis absorption titration experiments using various anions. The structures and complexation energies were also studied by density functional theory (DFT) methods. The results suggested that receptor 4c, which possesses two p-(trifluoromethyl)phenyl ureido moieties, can complex most efficiently in the urea cavity and exhibits high selectivity towards F- and AcO- ions.
Description: This paper is closed access until 12th September 2017.2016-01-01T00:00:00Z