title: Coding and mathematics: How did coding and collaboration facilitate thinking?

authors: Calder, Nigel Stuart

abstract: This paper reports on teachers’ perceptions of their students’ learning as part of a project examining the learning that took place when the students used ScratchMaths in their classroom programme. The project used design-based methodology, which incorporated video-recorded classroom excerpts, teacher interviews and teacher analysis and review of their practice. The teachers identified the students’ problem solving, use of unplugged activities and collaborating using explicit mathematical and coding language as ways to facilitate thinking. They also recognised that their own practice evolved into a more faciliatory role, while their understanding of coding processes grew through learning beside, and through, their students.

text: Coding and mathematics: How did coding and collaboration facilitate thinking? This paper reports on teachers’ perceptions of their students’ learning as part of a project examining the learning that took place when the students used ScratchMaths in their classroom programme. The project used design-based methodology, which incorporated video-recorded classroom excerpts, teacher interviews and teacher analysis and review of their practice. The teachers identified the students’ problem solving, use of unplugged activities and collaborating using explicit mathematical and coding language as ways to facilitate thinking. They also recognised that their own practice evolved into a more faciliatory role, while their understanding of coding processes grew through learning beside, and through, their students.

year: 2023-01-06

title: Generating accurate rule sets without global optimization

authors: Frank, Eibe

subjects: computer science

abstract: The two dominant schemes for rule-learning, C4.5 and RIPPER, both operate in two stages. First they induce an initial rule set and then they refine it using a rather complex optimization stage that discards (C4.5) or adjusts (RIPPER) individual rules to make them work better together. In contrast, this paper shows how good rule sets can be learned one rule at a time, without any need for global optimization. We present an algorithm for inferring rules by repeatedly generating partial decision trees, thus combining the two major paradigms for rule generation-creating rules from decision trees and the separate-and-conquer rule-learning technique. The algorithm is straightforward and elegant: despite this, experiments on standard datasets show that it produces rule sets that are as accurate as and of similar size to those generated by C4.5, and more accurate than RIPPER’s. Moreover, it operates efficiently, and because it avoids postprocessing, does not suffer the extremely slow performance on pathological example sets for which the C4.5 method has been criticized.

text: Generating accurate rule sets without global optimization The two dominant schemes for rule-learning, C4.5 and RIPPER, both operate in two stages. First they induce an initial rule set and then they refine it using a rather complex optimization stage that discards (C4.5) or adjusts (RIPPER) individual rules to make them work better together. In contrast, this paper shows how good rule sets can be learned one rule at a time, without any need for global optimization. We present an algorithm for inferring rules by repeatedly generating partial decision trees, thus combining the two major paradigms for rule generation-creating rules from decision trees and the separate-and-conquer rule-learning technique. The algorithm is straightforward and elegant: despite this, experiments on standard datasets show that it produces rule sets that are as accurate as and of similar size to those generated by C4.5, and more accurate than RIPPER’s. Moreover, it operates efficiently, and because it avoids postprocessing, does not suffer the extremely slow performance on pathological example sets for which the C4.5 method has been criticized.

year: 1998-01

title: Te mōhiotangaora: Within the knowing healing begins

authors: Witehira, Tracey Moana

abstract: This thesis investigates the intersection of the colonized self and the Māori self, examining how these dual identities coexist within the same physical, mental, and spiritual space. Grounded in Māori ontology and wellness (Durie, 1998), the study uses an interdisciplinary approach that combines academic analysis, creative writing, pūrākau  (Lee, 2009), journal reflections, and artistic practice to explore two distinct ways of knowing that operate within this duality.
In this academic study, the colonized self is defined as a Māori woman shaped and constrained by the effects of colonization (Gemmell, 2013: Mikaere, 2003). Conversely, the Māori self represents the awakened Wahine Māori who has embraced mātauranga  Māori. She actively learns, embodies, practices, and lives Māori values and traditions as part of her everyday life. However, the Wahine Māori is not entirely free from the ongoing impacts of colonization, given the long history of conflict between Māori and European peoples in Aotearoa.  The colonization of New Zealand, marked by the signing of the Treaty of Waitangi in 1840, resulted in the systematic loss of cultural markers central to Māori identity (Jackson, 1998, 1995; Walker, 1990). Furthermore, government policies have contributed to the marginalization of Māori culture in areas such as family, education, religion, and loss of language (Pihama, 2001; Smith, 1999).
Through this creative practice research, the practice of raranga whatu is explored using both traditional and contemporary techniques, contributing to the development of mātauranga Māori art forms (Campbell, 2019; Smith, 2019). This study examines how the process of weaving supports one woman’s journey of reclaiming and empowering her Indigenous identity. Whatu raranga serves as a transformative practice, embodying the duality of the self within a uniquely Māori space of being. Within a Kaupapa Māori framework, the process of restoring cultural connections has supported the reawakening of Mana Wahine identity and the reclamation of Māori spaces, as recognized and embodied by kairaranga  (Campbell, 2019; Pere, 1991; H. Smith, 2019; Yates-Smith, 1980).

text: Te mōhiotangaora: Within the knowing healing begins This thesis investigates the intersection of the colonized self and the Māori self, examining how these dual identities coexist within the same physical, mental, and spiritual space. Grounded in Māori ontology and wellness (Durie, 1998), the study uses an interdisciplinary approach that combines academic analysis, creative writing, pūrākau  (Lee, 2009), journal reflections, and artistic practice to explore two distinct ways of knowing that operate within this duality.
In this academic study, the colonized self is defined as a Māori woman shaped and constrained by the effects of colonization (Gemmell, 2013: Mikaere, 2003). Conversely, the Māori self represents the awakened Wahine Māori who has embraced mātauranga  Māori. She actively learns, embodies, practices, and lives Māori values and traditions as part of her everyday life. However, the Wahine Māori is not entirely free from the ongoing impacts of colonization, given the long history of conflict between Māori and European peoples in Aotearoa.  The colonization of New Zealand, marked by the signing of the Treaty of Waitangi in 1840, resulted in the systematic loss of cultural markers central to Māori identity (Jackson, 1998, 1995; Walker, 1990). Furthermore, government policies have contributed to the marginalization of Māori culture in areas such as family, education, religion, and loss of language (Pihama, 2001; Smith, 1999).
Through this creative practice research, the practice of raranga whatu is explored using both traditional and contemporary techniques, contributing to the development of mātauranga Māori art forms (Campbell, 2019; Smith, 2019). This study examines how the process of weaving supports one woman’s journey of reclaiming and empowering her Indigenous identity. Whatu raranga serves as a transformative practice, embodying the duality of the self within a uniquely Māori space of being. Within a Kaupapa Māori framework, the process of restoring cultural connections has supported the reawakening of Mana Wahine identity and the reclamation of Māori spaces, as recognized and embodied by kairaranga  (Campbell, 2019; Pere, 1991; H. Smith, 2019; Yates-Smith, 1980).

year: 2025-01