title: Improving the Quality of Mathematics Education:Two Teaching Modes and Taiwanese Student Learning

authors: Chi, Hsiao-li

subjects: Mathematics Teaching Modes

abstract: Students’ and teachers’ long-term (i.e. three years) experiences in three classes of the traditional direct instruction and constructivist class discussion approach to the mathematics teaching at a Taiwanese junior high school and at an experimental school in Taiwan were discussed in this study. This research utilized qualitative methods. The study adopted content analysis approaches from a qualitative perspective. This was combined with the perspectives of social constructivism and situated learning theories to interpret students’ learning and growth. The research findings of this study revealed differences in the group of students exposed to the constructivists teaching environment. These differences were evident in their mathematical competencies and richer students’ autonomy. However, when compared to the traditional teaching environment there were several challenges such as time use, understanding all classmates’ dialogue, mathematical writing ability in explaining and communicating their thinking and more teacher work. Constructivist class discussion classrooms in this study appeared open, relaxed, lively, friendly, and supportive of each other in building new knowledge. This was apparent in School E where the environment provided more opportunities for students to develop their own mathematical ideas. This environment also produced a more social/collective/adaptive form of mathematical knowledge, with ongoing assessment of information provided by the teachers, to inform instructional practices. The data presented here show that students exposed to the constructivist discussion approach had richer learning experiences which may be viewed as a result of their active participation during instruction. Compared to the their peers in School T, the traditional direct instructional group, School E students had more learning roles - (knowledge explorers, knowledge producers, and knowledge adventurers). Student in School T acted mainly as knowledge receivers; they mostly received and followed the teacher’s instruction and explanations of mathematical concepts, and then applied the received procedures to solve given mathematical problems.

The findings of the sequential relationship between teachers’ perceptions of mathematics/learning, teaching practice, and students’ knowledge/perceptions sheds new light on the social relationships between teaching and learning and the situated influences among classroom practices and students’ knowledge/competencies/perceptions. This investigation revealed that the constructivist approach seems to be an excellent medium to provide quality education. It is recommended that educators should re-introduce the use of a constructivist approach to teaching Mathematics because of its potential to enhance the quality of Mathematics education, which in turn augments students’ competency as future Mathematicians.

text: Improving the Quality of Mathematics Education:Two Teaching Modes and Taiwanese Student Learning Students’ and teachers’ long-term (i.e. three years) experiences in three classes of the traditional direct instruction and constructivist class discussion approach to the mathematics teaching at a Taiwanese junior high school and at an experimental school in Taiwan were discussed in this study. This research utilized qualitative methods. The study adopted content analysis approaches from a qualitative perspective. This was combined with the perspectives of social constructivism and situated learning theories to interpret students’ learning and growth. The research findings of this study revealed differences in the group of students exposed to the constructivists teaching environment. These differences were evident in their mathematical competencies and richer students’ autonomy. However, when compared to the traditional teaching environment there were several challenges such as time use, understanding all classmates’ dialogue, mathematical writing ability in explaining and communicating their thinking and more teacher work. Constructivist class discussion classrooms in this study appeared open, relaxed, lively, friendly, and supportive of each other in building new knowledge. This was apparent in School E where the environment provided more opportunities for students to develop their own mathematical ideas. This environment also produced a more social/collective/adaptive form of mathematical knowledge, with ongoing assessment of information provided by the teachers, to inform instructional practices. The data presented here show that students exposed to the constructivist discussion approach had richer learning experiences which may be viewed as a result of their active participation during instruction. Compared to the their peers in School T, the traditional direct instructional group, School E students had more learning roles - (knowledge explorers, knowledge producers, and knowledge adventurers). Student in School T acted mainly as knowledge receivers; they mostly received and followed the teacher’s instruction and explanations of mathematical concepts, and then applied the received procedures to solve given mathematical problems.

The findings of the sequential relationship between teachers’ perceptions of mathematics/learning, teaching practice, and students’ knowledge/perceptions sheds new light on the social relationships between teaching and learning and the situated influences among classroom practices and students’ knowledge/competencies/perceptions. This investigation revealed that the constructivist approach seems to be an excellent medium to provide quality education. It is recommended that educators should re-introduce the use of a constructivist approach to teaching Mathematics because of its potential to enhance the quality of Mathematics education, which in turn augments students’ competency as future Mathematicians.

year: 2015

title: Surface Reconstruction by Triangular Mesh of Models with Uneven Density and with Hole

authors: Ye, Chen

subjects: reverse engineering

abstract: With the fast development of computer software, 3D computer aided design (CAD) and computer aided manufacturing (CAM) are being improved rapidly and have been commonly used in industry, especially in medical area and moulding field. 3D CAD/ CAM has greatly shortened the mould development time, thus it plays an important role in product development and automatic production.

It has been a serious topic about how to get the product design and also being manufactured in a short time to grasp the market opportunities in the competition of the developing manufacturing techniques, diversification and complexification of product demand. But not all the products have the design draft, for example, some of them were made by the mould of clay which came from craftsman by their hands. In order to conquer those problems, reverse engineering came into being. Reverse engineering could achieve a faster product design and manufacture, it also could be used in the field of vehicle components, home appliances, medical supplies (like human body measurement such as for artificial leg bones, tooth, etc.,), and rapid prototyping (such as precision casting products, industrial design, etc.). The so-called reverse engineering now targets to the existing mould (samples or manual model). It starts with the existing model, sampling surface data by data acquisition equipment (DAE) then acquire an ordered or unordered could of points. After that by the use of discrete geometry processing technology to get the CAD model of solid entity which computer could recognize. The following procedures of the CAD model could be redesigned or improved as required.

text: Surface Reconstruction by Triangular Mesh of Models with Uneven Density and with Hole With the fast development of computer software, 3D computer aided design (CAD) and computer aided manufacturing (CAM) are being improved rapidly and have been commonly used in industry, especially in medical area and moulding field. 3D CAD/ CAM has greatly shortened the mould development time, thus it plays an important role in product development and automatic production.

It has been a serious topic about how to get the product design and also being manufactured in a short time to grasp the market opportunities in the competition of the developing manufacturing techniques, diversification and complexification of product demand. But not all the products have the design draft, for example, some of them were made by the mould of clay which came from craftsman by their hands. In order to conquer those problems, reverse engineering came into being. Reverse engineering could achieve a faster product design and manufacture, it also could be used in the field of vehicle components, home appliances, medical supplies (like human body measurement such as for artificial leg bones, tooth, etc.,), and rapid prototyping (such as precision casting products, industrial design, etc.). The so-called reverse engineering now targets to the existing mould (samples or manual model). It starts with the existing model, sampling surface data by data acquisition equipment (DAE) then acquire an ordered or unordered could of points. After that by the use of discrete geometry processing technology to get the CAD model of solid entity which computer could recognize. The following procedures of the CAD model could be redesigned or improved as required.

year: 2015

title: Applying Kaupapa Māori Processes to Documentary Film.

authors: Waititi, Kahurangi Rora

subjects: Maori documentary

abstract: This thesis explores the application of Kaupapa Māori processes to documentary filmmaking through practiced-led research. The need for this research came to light through the experience of witnessing unacceptable behaviour shown by film crews towards kaumātua who were attending the 2006 28th Māori Battalion Reunion. In reflecting on this experience and considering my own filming experience as a person with a Te Ao Māori background, the basis for this argument was conceived. This thesis argues that there are alternative ways in which filming can be conducted by considering processes that already exist within Māori practices and philosophies.          

This Thesis, therefore, investigates alternative processes of filming that have developed from a Kaupapa Māori perspective through practical filming experience.  An historical overview of the relationship between Māori, media and filming practices have been provided to give context to this discussion.  The application of Kaupapa Māori processes to film was considered through the use of Marae protocol and philosophies. The application of these concepts was supported by the creative research which was utilised by referencing specific examples. The reader is, therefore, instructed to refer to the DVD in the front of the thesis as referenced in the written text.

text: Applying Kaupapa Māori Processes to Documentary Film. This thesis explores the application of Kaupapa Māori processes to documentary filmmaking through practiced-led research. The need for this research came to light through the experience of witnessing unacceptable behaviour shown by film crews towards kaumātua who were attending the 2006 28th Māori Battalion Reunion. In reflecting on this experience and considering my own filming experience as a person with a Te Ao Māori background, the basis for this argument was conceived. This thesis argues that there are alternative ways in which filming can be conducted by considering processes that already exist within Māori practices and philosophies.          

This Thesis, therefore, investigates alternative processes of filming that have developed from a Kaupapa Māori perspective through practical filming experience.  An historical overview of the relationship between Māori, media and filming practices have been provided to give context to this discussion.  The application of Kaupapa Māori processes to film was considered through the use of Marae protocol and philosophies. The application of these concepts was supported by the creative research which was utilised by referencing specific examples. The reader is, therefore, instructed to refer to the DVD in the front of the thesis as referenced in the written text.

year: 2007