title: High school students interpreting tables and graphs: Implications for research

authors: Sharma, Sashi

subjects: beliefs

abstract: Concerns about students’ difficulties in statistical reasoning led to a study which explored form five (14- to 16-year-olds) students’ ideas in this area. The study focussed on descriptive statistics, graphical representations, and probability. This paper presents and discusses the ways in which students made sense of information in graphical representations (tables and bar graph) obtained from the individual interviews. The findings revealed that many of the students used strategies based on prior experiences (everyday and school) and intuitive strategies. From the analysis, I identified a fourcategory rubric for classifying students’ responses. While the results of the study confirm a number of findings of other researchers, the findings go beyond those discussed in the literature. While students could read and compare data presented in a bar graph, they were less competent at reading tables. This could be due to instructional neglect of these concepts or linguistic and contextual problems. The paper concludes by suggesting some implications for researchers.

text: High school students interpreting tables and graphs: Implications for research Concerns about students’ difficulties in statistical reasoning led to a study which explored form five (14- to 16-year-olds) students’ ideas in this area. The study focussed on descriptive statistics, graphical representations, and probability. This paper presents and discusses the ways in which students made sense of information in graphical representations (tables and bar graph) obtained from the individual interviews. The findings revealed that many of the students used strategies based on prior experiences (everyday and school) and intuitive strategies. From the analysis, I identified a fourcategory rubric for classifying students’ responses. While the results of the study confirm a number of findings of other researchers, the findings go beyond those discussed in the literature. While students could read and compare data presented in a bar graph, they were less competent at reading tables. This could be due to instructional neglect of these concepts or linguistic and contextual problems. The paper concludes by suggesting some implications for researchers.

year: 2006

title: The architecture of an optimistic CPU: the WarpEngine

authors: Cleary, John G.

subjects: computer science

abstract: The architecture for an optimistic, highly parallel, scalable, shared memory CPU - the WarpEngine - is described. The WarpEngine CPU allows for parallelism down to the level of single instructions and is tolerant of memory latency. Its design is based around time stamping executable instructions and all memory accesses. The TimeWarp algorithm [Jefferson 1985, 1989] is used for managing the time stamps and synchronisation. This algorithm is optimistic and requires that all computations can be rolled back. The basic functions required for implementing the control and memory system used by TimeWarp are described. The WarpEngine memory model presented to the programmer, is a single linear address space which is modified by a single thread of execution. Thus, at the software level there is no need for locks or other explicit synchronising actions when accessing the memory. The actual physical implementation, however, is multiple CPUs with their own caches and local memory with each CPU simultaneously executing multiple threads of control. Reads from memory are optimistic, that is, if there is a local copy of a memory location it is taken as the current value. However, sometimes there will be a write with an earlier time stamp in transit in the system. When it arrives it causes the original read and any dependent calculations to be re-executed.

text: The architecture of an optimistic CPU: the WarpEngine The architecture for an optimistic, highly parallel, scalable, shared memory CPU - the WarpEngine - is described. The WarpEngine CPU allows for parallelism down to the level of single instructions and is tolerant of memory latency. Its design is based around time stamping executable instructions and all memory accesses. The TimeWarp algorithm [Jefferson 1985, 1989] is used for managing the time stamps and synchronisation. This algorithm is optimistic and requires that all computations can be rolled back. The basic functions required for implementing the control and memory system used by TimeWarp are described. The WarpEngine memory model presented to the programmer, is a single linear address space which is modified by a single thread of execution. Thus, at the software level there is no need for locks or other explicit synchronising actions when accessing the memory. The actual physical implementation, however, is multiple CPUs with their own caches and local memory with each CPU simultaneously executing multiple threads of control. Reads from memory are optimistic, that is, if there is a local copy of a memory location it is taken as the current value. However, sometimes there will be a write with an earlier time stamp in transit in the system. When it arrives it causes the original read and any dependent calculations to be re-executed.

year: 1994-07

title: Ko te Korokoro o te Parata: Ko tātou tonu

authors: Higgins, Rawinia

subjects: Whakaora reo

abstract: I roto i ngā kaupapa whakaora i te reo Māori kei te waipukehia tātou e te reo Pākehā. Ahakoa he aha te kaupapa kei te mate tonu te reo Māori, ā kāore anō tātou kia kite kei hea te ara tika hei karo atu i te korokoro o te parata. Kāore hoki tātou e titiro me pēhea e whakarekareka ai te reo ki te huhua o ngā Māori, tuatahi; tuarua ki te motu whānui. Ko te āhua nei ko tātou tonu kei te patu i tō tātou reo. He tere nō tātou ki te whakahāwea i ngā tūmomo kaupapa whakaora reo Māori. Kei ngā ngutu noa iho te mate nui ki te reo Māori. Ka ara mai he kaupapa whakaora reo, arā kē te tokomaha o ngā tāngata e patu ana i taua kaupapa. Ahakoa ko wai, kāore tētahi kaupapa e noho tapu ana. Katoa kei te tātāhia e tātou tonu. Nō reira, me aha? Me tuku kia mate? Me pēhea te patu i te korokoro o te parata mehemea ko tātou tonu taua taniwha?

text: Ko te Korokoro o te Parata: Ko tātou tonu I roto i ngā kaupapa whakaora i te reo Māori kei te waipukehia tātou e te reo Pākehā. Ahakoa he aha te kaupapa kei te mate tonu te reo Māori, ā kāore anō tātou kia kite kei hea te ara tika hei karo atu i te korokoro o te parata. Kāore hoki tātou e titiro me pēhea e whakarekareka ai te reo ki te huhua o ngā Māori, tuatahi; tuarua ki te motu whānui. Ko te āhua nei ko tātou tonu kei te patu i tō tātou reo. He tere nō tātou ki te whakahāwea i ngā tūmomo kaupapa whakaora reo Māori. Kei ngā ngutu noa iho te mate nui ki te reo Māori. Ka ara mai he kaupapa whakaora reo, arā kē te tokomaha o ngā tāngata e patu ana i taua kaupapa. Ahakoa ko wai, kāore tētahi kaupapa e noho tapu ana. Katoa kei te tātāhia e tātou tonu. Nō reira, me aha? Me tuku kia mate? Me pēhea te patu i te korokoro o te parata mehemea ko tātou tonu taua taniwha?

year: 2011-04