Best simultaneous approximation in normed linear spaces
- Authors: Johnson, Solomon Nathan
- Date: 2018
- Subjects: Normed linear spaces , Approximation theory , Mathematical analysis
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/58985 , vital:27400
- Description: In this thesis we consider the problem of simultaneously approximating elements of a set B C X by a single element of a set K C X. This type of a problem arises when the element to be approximated is not known precisely but is known to belong to a set.Thus, best simultaneous approximation is a natural generalization of best approximation which has been studied extensively. The theory of best simultaneous approximation has been studied by many authors, see for example [4], [8], [25], [28], [26] and [12] to name but a few.
- Full Text:
- Date Issued: 2018
- Authors: Johnson, Solomon Nathan
- Date: 2018
- Subjects: Normed linear spaces , Approximation theory , Mathematical analysis
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/58985 , vital:27400
- Description: In this thesis we consider the problem of simultaneously approximating elements of a set B C X by a single element of a set K C X. This type of a problem arises when the element to be approximated is not known precisely but is known to belong to a set.Thus, best simultaneous approximation is a natural generalization of best approximation which has been studied extensively. The theory of best simultaneous approximation has been studied by many authors, see for example [4], [8], [25], [28], [26] and [12] to name but a few.
- Full Text:
- Date Issued: 2018
Multiple representations and cognitive load: words, arrows, and colours when solving algebraic problems
- Authors: Brey, Amina
- Date: 2013
- Subjects: Algebraic logic , Mathematical analysis , Mathematics -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9580 , http://hdl.handle.net/10948/d1020392
- Description: This study investigates the possible effects that access to selected multiple representations (words, arrows and colours) have in terms of cognitive load and learner achievement when presented with algebraic problems at grade nine level. The presentation of multiple representations (the intervention) was intended to decrease extraneous cognitive load, manage the intrinsic cognitive load (algebraic problems) and optimise germane cognition (schema acquisition and automation). An explanatory sequential mixed-method design was employed with six hundred and seventy three learners in four secondary schools. Quantitative data were generated via pre-, intervention and post-tests/questionnaires, while qualitative data were obtained from open-ended questions in the pre-, intervention, and post-tests/questionnaires, eight learner focus group interviews (n = 32), and four semi-structured, open-ended teacher interviews. Statistically and practically significant improvement in mean test scores from the pre- to intervention test scores in all schools was noted. No statistically and practically significant improvement was noted in further post-tests except for post-test 2 which employed more challenging problems (statistically significant decrease with a small practical effect). Learners expressed their preference for arrows, followed by colours and then words as effective representations. Teacher generated qualitative data suggests that they realise the importance of using multiple representations as an instructional strategy and implicitly understand the notion of cognitive load. The findings, when considered in the light of literature on cognitive load, suggest that a reduction in extraneous cognitive load by using a more effective instructional design (multiple representations) frees working memory capacity which can then be devoted to the intrinsic cognitive load (algebraic problems) and thereby increase germane cognition (schema acquisition and automation).
- Full Text:
- Date Issued: 2013
- Authors: Brey, Amina
- Date: 2013
- Subjects: Algebraic logic , Mathematical analysis , Mathematics -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9580 , http://hdl.handle.net/10948/d1020392
- Description: This study investigates the possible effects that access to selected multiple representations (words, arrows and colours) have in terms of cognitive load and learner achievement when presented with algebraic problems at grade nine level. The presentation of multiple representations (the intervention) was intended to decrease extraneous cognitive load, manage the intrinsic cognitive load (algebraic problems) and optimise germane cognition (schema acquisition and automation). An explanatory sequential mixed-method design was employed with six hundred and seventy three learners in four secondary schools. Quantitative data were generated via pre-, intervention and post-tests/questionnaires, while qualitative data were obtained from open-ended questions in the pre-, intervention, and post-tests/questionnaires, eight learner focus group interviews (n = 32), and four semi-structured, open-ended teacher interviews. Statistically and practically significant improvement in mean test scores from the pre- to intervention test scores in all schools was noted. No statistically and practically significant improvement was noted in further post-tests except for post-test 2 which employed more challenging problems (statistically significant decrease with a small practical effect). Learners expressed their preference for arrows, followed by colours and then words as effective representations. Teacher generated qualitative data suggests that they realise the importance of using multiple representations as an instructional strategy and implicitly understand the notion of cognitive load. The findings, when considered in the light of literature on cognitive load, suggest that a reduction in extraneous cognitive load by using a more effective instructional design (multiple representations) frees working memory capacity which can then be devoted to the intrinsic cognitive load (algebraic problems) and thereby increase germane cognition (schema acquisition and automation).
- Full Text:
- Date Issued: 2013
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