This textbook is intended for a basic course in problem solving and program design needed by scientists and engineers using the TI-92. The TI-92 is an extremely powerful problem solving tool that can help you manage complicated problems quickly. We assume no prior knowledge of computers or programming, and for most of its material, high school algebra is sufficient mathematica background. It is advised that you have basic skills in using the TI-92. After the course you will become familiar with many of the programming commands and functions of the TI-92. The connection between good problem solving skills and an effective program design method, is used and applied consistently to most examples and problems in the text. We also introduce many of the programming commands and functions of the TI-92 needed to solve these problems. Each chapter ends with a number of practica problems that require analysis of programs as well as short programming exercises.
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Peer discussions play a major role in students’ collaborative problem-solving activity. These discussions provide researchers and teachers with a wealth of information about the students' reasoning. To analyse such discussions, different theoretical lenses are available, such as Schoenfeld’s problem solving model, the Florida Taxonomy of Cognitive Behaviour, and the Scheme for Educational Dialogue Analysis. The question is, however, how these three perspectives can complement each other. To investigate this, the discussion between four students was analysed through the three lenses. Results indicate that these frameworks are both complementary and connected. This connection allows an in-depth analysis of the discussion and reveals possibilities and limitations for an integration of the three models, which will guide future discussions’ analyses in our study.
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Torpedo is a digital learning environment for developing mathematical problem-solving ability through self-study for pre-service teachers in primary teacher education. To achieve this, Torpedo supports and challenges pre-service teachers’ reflection during and after solving non-routine mathematics problems. To investigate the feasibility of the Torpedo approach, 271 pre-service teachers used Torpedo during one month in a pilot study. They used and evaluated Torpedo’s reflective elements differently. The results varied from pre-service teachers who experienced that reflection really contributed to the development of their problem-solving ability, to pre-service teachers who hardly reflected. The last group consisted of those who found the problems too difficult to reflect upon and those who used Torpedo to prepare for the National Mathematics Test and preferred to do so by drill and practice. As a conclusion, the study provides clues for improving Torpedo so that it invites more reflective self-study behaviour. For pre-service teachers who consider reflection valueless, however, self-study in a digital learning environment may be insufficient to change this attitude.
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In dit KIEM-project verkennen we de haalbaarheid van een nieuw concept voor energietransitie en circulaire economie: EnTranCe-for-a-Community. Dit is een generiek concept voor draagvlak voor lokale waarde-creatie en groene energieproductie. Na discussies met ons werkveld implementeren we EnTranCe-for-a-Community hier als een publiekskas met technologie om lokale biomassa om te zetten in groene energie (gas) en biocompost. We onderzoeken of dit concept een aantrekkelijke uitbreiding is voor lokale energie-initiatieven en energiecoöperaties (doorgaans bezig met zon en/of wind) als alternatief voor aardgas of een warmtenet. We willen weten of en hoe het realiseren van een EnTranCe-for-a-Community-project op een concrete locatie kansrijk is. Dat kansrijk zijn wordt op drie niveaus onderzocht: (a) de bijdrage aan de lokale energietransitie (kosten/baten); (b) de bijdrage aan een lokale circulaire economie door verwaarding van lokale biomassa (kosten/baten) en (c) de bijdrage aan draagvlak en enthousiasme (en dus praktische haalbaarheid) voor deze ontwikkelingen, door het nauw betrekken van lokale stakeholders bij de studie en eventuele implementatie. EnTranCe-for-a-Community combineert eerder opgedane kennis en kunde op een innovatieve manier en beoogt lokale energietransitie te verbreden naar lokale biomassa. Deze haalbaarheidsstudie wordt uitgevoerd door een nieuw samenwerkingsverband van partners uit de coöperatieve en lokale energiesector, MKB en het expertisecentrum EnTranCe van de Hanzehogeschool Groningen. Allen dragen bij aan de haalbaarheidsstudie met kennis, kunde en netwerken die nodig zijn voor dit onderzoek en voor realisatie op langere termijn, indien voldoende kansrijk. We gebruiken de beproefde iteratieve Lean Startup-aanpak, die juist is ontwikkeld voor dit type complexe en multidimensionale projecten. We gaan komen tot een business en een mission model voor eventuele toekomstige implementatie ergens in Groningen op basis van de gedocumenteerde kansrijkheid van het concept. Op die manier zal dit KIEM-project de basis leggen voor een veel groter projectvoorstel voor verdere realisatie.
In my PD research, I want to focus on how collectivity is practiced in the arts, by learning from the Indonesian multidisciplinary art collective ruangrupa’s use of [the international art exhibition] ‘documenta’ as a tool, and the potential of continuing the experiences outside this group and context. The art practices programmed by ruangrupa can be understood as complex and ambiguous where art is not at the center of attention but part of a larger communal productivity. And where it is not sufficient to be merely critical, and merely voice opposition, but to engage, and create alternatives in everyday life [without being problem-solving or social design]. My research concerns the potential of continuing these practices and experiences outside this particular artist group and exhibition context. Ruangrupa’s work reveals problems of the current Western art system, how it is (hierarchically) organized, the implicit rules, norms and values it is based on. Ruangrupa's practice thus serves as an exercise and point of departure to answer questions about forms of self-organization within the art field. Its collective and multidisciplinary art practice implies the question whether it also can serve as a model for living together on a larger scale (also outside the arts), beyond hierarchies of social and professional structures. There is currently a lack of research on these particular art practices, so that they are not easily accessible for non-participants. For the art field in particular, this concerns the question whether contemporary art can and needs to take place outside established Western gallery/museum, art/curatorial paradigms and what can be learned from ruangrupa's and documenta fifteen's blending of art practice with daily life practice. This is also an urgent practical issue for art schools (including my school Willem de Kooning Academy) that increasingly develop art study programs outside the studio and gallery art paradigm.
