This book is intended to provide engineering and/or statistics students, communications engineers, and mathematicians with the firm theoretic basis of source coding (or data compression) in information theory. Although information theory consists of two main areas, source coding and channel coding, the authors choose here to focus only on source coding. The reason is that, in a sense, it is more basic than channel coding, and also because of recent achievements in source coding and compression. An important feature of the book is that whenever possible, the authors describe universal coding methods, i.e., the methods that can be used without prior knowledge of the statistical properties of the data. The authors approach the subject of source coding from the very basics to the top frontiers in an intuitively transparent, but mathematically sound, manner. The book serves as a theoretical reference for communication professionals and statisticians specializing in information theory. It will also serve as an excellent introductory text for advanced-level and graduate students taking elementary or advanced courses in telecommunications, electrical engineering, statistics, mathematics, and computer science.

Assisted by Scott Olsen (Central Florida Community College, USA) This volume is a result of the author's four decades of research in the field of Fibonacci numbers and the Golden Section and their applications. It provides a broad introduction to the fascinating and beautiful subject of the ?Mathematics of Harmony,? a new interdisciplinary direction of modern science. This direction has its origins in ?The Elements? of Euclid and has many unexpected applications in contemporary mathematics (a new approach to a history of mathematics, the generalized Fibonacci numbers and the generalized golden proportions, the ?golden? algebraic equations, the generalized Binet formulas, Fibonacci and ?golden? matrices), theoretical physics (new hyperbolic models of Nature) and computer science (algorithmic measurement theory, number systems with irrational radices, Fibonacci computers, ternary mirror-symmetrical arithmetic, a new theory of coding and cryptography based on the Fibonacci and ?golden? matrices).The book is intended for a wide audience including mathematics teachers of high schools, students of colleges and universities and scientists in the field of mathematics, theoretical physics and computer science. The book may be used as an advanced textbook by graduate students and even ambitious undergraduates in mathematics and computer science.

This text, by an award-winning [Author];, was designed to accompany his first-year seminar in the mathematics of computer graphics. Readers learn the mathematics behind the computational aspects of space, shape, transformation, color, rendering, animation, and modeling. The software required is freely available on the Internet for Mac, Windows, and Linux. The text answers questions such as these: How do artists build up realistic shapes from geometric primitives? What computations is my computer doing when it generates a realistic image of my 3D scene? What mathematical tools can I use to animate an object through space? Why do movies always look more realistic than video games? Containing the mathematics and computing needed for making their own 3D computer-generated images and animations, the text, and the course it supports, culminates in a project in which students create a short animated movie using free software. Algebra and trigonometry are prerequisites; calculus is not, though it helps. Programming is not required. Includes optional advanced exercises for students with strong backgrounds in math or computer science. Instructors interested in exposing their liberal arts students to the beautiful mathematics behind computer graphics will find a rich resource in this text.

This unique book represents another concerted research effort concerning Chinese mathematics education, with contributions from the world's leading scholars and most active researchers. The book presents the latest original research work with a particular focus on the "teaching" side of Chinese mathematics education to a wide international audience. There are mainly three sections in the book. The first section introduces readers to a historical and contemporary perspective, respectively, on traditional mathematical teaching in ancient China and on how modern Chinese mathematics teachers teach and pursue their pre-service training and in-service professional development. The second section presents studies investigating a wide range of issues at both the macro- and micro-levels on how Chinese mathematics teachers teach mathematics. The third section focuses on Chinese mathematics teachers, investigating issues about their knowledge, belief, teacher training and professional development. Like its predecessor, "How Chinese Learn Mathematics: Perspectives from Insiders," this book is a must for educational researchers, practitioners, and policy-makers who are interested in knowing more about mathematics teaching, teachers, teacher education and professional development concerning Chinese teachers and learners.Contents: Focusing on Chinese Mathematics Teaching, Teachers and Teacher Education: An Introduction"Historical and Contemporary Perspectives: "The Wisdom of Traditional Mathematical Teaching in China "(DAI Qin and CHEUNG Ka Luen)" How Chinese Teachers Teach Mathematics and Pursue Professional Development: Perspectives from ContemporaryInternational Research "(FAN Lianghuo, MIAO Zhenzhen and MOK Ah Chee Ida)" "Understanding the Chinese Ways of Teaching Mathematics: " Mathematics Teaching in a Chinese Classroom: A Hybrid-Model Analysis of Opportunities for Students' Learning "(HUANG Rongjin, MILLER L Diane and TZUR Ron)"Achieving Coherence in the Mathematics Classroom: Toward a Framework for Examining Instructional Coherence "(WANG Tao, CAI Jinfa and HWANG Stephen)" Elementary School Teachers' Instruction in Measurement: Cases of Classroom Teaching of Spatial Measurement in Taiwan "(HUANG Hsin-Mei E)" Pedagogical and Curriculum Potentials of Homework: A Case Study about Geometric Proofs in Shanghai "(FANG Yanping)" Teaching Calculation of Time Intervals: Comparing Mathematics Competence of Students in Macau, Hong Kong and the Netherlands "(LI Titus Siu Pang)" Teaching Number Sense via Interactive Multimedia in a Primary School in Taiwan "(YANG Der-Ching, CHEN Pei-Chieh, TSAI Yi Fang and HSIEH Tien-Yu)"Teaching Geometrical Theorems in Grade 8 Using the "Shen Tou" Method: A Case Study in Shanghai "(DING Liping, JONES Keith and ZHANG Dianzhou)" Implementation of Objectives Based on the Curriculum Standards: A Case of Teaching Using Letter to Represent Number at a Chinese Primary School in Chinese Mainland "(HUANG Xingfeng, YANG Jinglei and LI Shiqi)" Chinese Project-based Classroom Practices: Promoting Students' Engagement in Mathematical Activities "(XU Binyan and ZHU Guangtian)"A Large-Scale Video Survey on Taiwanese Fourth-Grade Classrooms of Mathematical Teaching Behaviors "(LEE Yuan-Shun and LIN Fou-Lai)" Features of Exemplary Lessons under the Curriculum Reform in Chinese Mainland: A Study of Thirteen Elementary Mathematics Lessons "(MA Yunpeng and ZHAO Dongchen)" Qingpu Mathematics Teaching Reform and Its Impact on Student Learning "(GU Lingyuan, YANG Yudong and HE Zhenzhen)""Chinese Mathematics Teachers, Teacher Educati

Reflecting on the theoretical and ideological work that has contributed to the growth of mathematics education research in South Africa, this study provides a historical analysis of forces that have changed and shaped mathematics curricula over the years. The themes researched and explored include radical pedagogy, progressive classroom practices, ethnomathematics, and South African mathematics education research within both its local and international contexts.

Understanding the knowledge that teachers must bring to their classrooms is critical to the advancement of the field of teacher education. Understanding how teacher knowledge impacts various aspects of teacher practice is also critical. Understanding the interplay between teacher knowledge and practice, and consequently the result that this relationship has on student learning is most important. This dissertation attempts to advance our collective understanding of the complex relationship between teacher knowledge, teacher practice, and student learning in the field of elementary mathematics. Four third-grade teachers were followed as they taught a subset of lessons in a unit on fractions. The study first investigates the types of knowledge that the teachers brought to their classrooms. Then, an examination is conducted of the way in which these types of knowledge impacted their teaching practice. Finally, the student learning that resulted over the course of these lessons is discussed. This study supports the widespread belief that teacher knowledge is important to instruction. The descriptions of the case study teachers highlight that their varying levels of knowledge resulted in unique aspects of practice being emphasized in their classrooms. This dissertation documents the differences in teaching practice and the trade-offs that produce differences in student learning. Interesting student learning patterns emerged, based on qualitative student interviews. Medium students from classrooms in which teachers focused for more sustained periods on mathematical concepts seemed to demonstrate greater procedural fluency and deeper conceptual understanding than their peers in the other classrooms. Low students in classrooms where fluency was the focus seemed to show slightly greater procedural fluency, though less conceptual understanding, than their peers in the classrooms that spent more time on concepts. High students showed no appreciable difference across all classrooms. This study adds to the field by introducing a new construct, the conceptual threshold, to offer an explanation of these student learning trends.

This book constitutes the refereed proceedings of the 8th International Conference on Mathematical Aspects of Computer and Information Sciences, MACIS 2019, held in Gebze, Turkey, in November 2019. The 22 revised papers and 14 short papers presented were carefully reviewed and selected from 66 submissions. The papers are organized in the following topical sections: algorithms and foundation; security and cryptography; combinatorics, codes, designs and graphs; data modeling and machine learning; tools and software track.

This single-volume reference is designed for readers and researchers investigating national and international aspects of mathematics education at the elementary, secondary, and post-secondary levels. It contains more than 400 entries, arranged alphabetically by headings of greatest pertinence to mathematics education. The scope is comprehensive, encompassing all major areas of mathematics education, including assessment, content and instructional procedures, curriculum, enrichment, international comparisons, and psychology of learning and instruction.

This book contains the written versions of main lectures presented at the Advanced Study Institute (ASI) on Computational Mathematical Programming, which was held in Bad Windsheim, Germany F. R., from July 23 to August 2, 1984, under the sponsorship of NATO. The ASI was organized by the Committee on Algorithms (COAL) of the Mathematical Programming Society. Co-directors were Karla Hoffmann (National Bureau of Standards, Washington, U.S.A.) and Jan Teigen (Rabobank Nederland, Zeist, The Netherlands). Ninety participants coming from about 20 different countries attended the ASI and contributed their efforts to achieve a highly interesting and stimulating meeting. Since 1947 when the first linear programming technique was developed, the importance of optimization models and their mathematical solution methods has steadily increased, and now plays a leading role in applied research areas. The basic idea of optimization theory is to minimize (or maximize) a function of several variables subject to certain restrictions. This general mathematical concept covers a broad class of possible practical applications arising in mechanical, electrical, or chemical engineering, physics, economics, medicine, biology, etc. There are both industrial applications (e.g. design of mechanical structures, production plans) and applications in the natural, engineering, and social sciences (e.g. chemical equilibrium problems, christollography problems).