Сборник статей молодых ученых факультета ВМК МГУ, 2012
Calendar of significant dates in the field of mathematics and mathematical education for 2018
Students’ educational outcomes reflect their knowledge. However, besides the knowledge, self–concept and interest are having a serious effect on educational outcomes. This paper focuses on examining links between math educational outcomes, math self–concept, and interest in this discipline. The study uses a sample of 316 Russian fifth graders. They solved the math test and answered personality questionnaire items. The method of analysis for this study is structural equation modeling. One of the more significant findings to emerge from this study is that high educational outcomes in math associated with the high level of math self–concept. It was also shown that the link between these variables is not moderated by interest in math. These findings suggest an importance of self–concept’s timely measuring. The findings of this study have a number of important implications for future practice of pursuing STEM related degrees.
A number of recent studies found evidence for shared structural representations across different cognitive domains such as mathematics, music, and language. For instance, Scheepers et al. (2011) showed that English speakers’ choices of relative clause (RC) attachments in partial sentences like The tourist guide mentioned the bells of the church that … can be influenced by the structure of previously solved prime equations such as 80–(9 + 1) × 5 (making high RC-attachments more likely) versus 80–9 + 1 × 5 (making low RC-attachments more likely). Using the same sentence completion task, Experiment 1 of the present paper fully replicated this cross-domain structural priming effect in Russian, a morphologically rich language. More interestingly, Experiment 2 extended this finding to more complex three-site attachment configurations and showed that, relative to a structurally neutral baseline prime condition, N1-, N2-, and N3-attachments of RCs in Russian were equally susceptible to structural priming from mathematical equations such as 18+(7+(3 + 11)) × 2, 18 + 7+(3 + 11) × 2, and 18 + 7 + 3 + 11 × 2, respectively. The latter suggests that cross-domain structural priming from mathematics to language must rely on detailed, domain-general representations of hierarchical structure.
We calculate characteristic polynomials of operators explicitly represented as polynomials of rank $1$ operators. Applications of the results obtained include a generalization of the Forman--Kenyon's formula for a determinant of the graph Laplacian and also provide its level $2$ analog involving summation over triangulated nodal surfaces with boundary.
The coursebook is designed for students to acquire, practice, and master their communicative competence in academic writing in English, the focus being on fundamental and applied mathematics and computer science. The target of the book is to teach students to write research project proposals of their term papers, senior theses, and dissertations in the format of a research article which could prospectively be published in a Scopus- or We-of-Science-indexed journals. The book covers both academic writing and academic speaking, i.e. presenting research at conferences and defences.
The materials employed in the book are research articles published in international peer-reviewed journals, both full-text and excerpts.
The target audience comprises undergraduate students majoring in IT, fundamental and applied mathematics, and cyber- and information security. The book could also be of interest to students majoring in other STEM areas, both at the undergraduate and graduate levels.
The introductory article clarifies the title of the current issue of «METHOD» and explicates the purpose of the entire publication. It explains slight but telling differences between the Russian, English and German phrasings that expound the meaning of the title and purpose of the yearbook. Subtle but indicative differences between languages and modes of speech and thought highlight a major issue of knowledge transfer. The yearbook departs from knowledge transfer to a more incentive issue of convergence and divergence of cognitive skills. Introduction focuses on transdisciplinary organons. They derive from our basic cognitive abilities. The initial one is the faculty to tell relative degrees of our sensations (bigger - smaller, warmer - colder etc.) and then to rate sizes of things and intensity of processes. The following one is pattern recognition or our ability to single out certain ‘rated’ entities from their environment. The subsequent one is our capacity to assign meaning to the ‘recognized’ figures and forms of the world around. It further supplements with the gift to use words and images to grasp sense and to convey it. Each of the three fundamental cognitive abilities diverge into further generations of abundant skills and proficiencies. Elaborate methods of scientific research outreach to thresholds of our knowledge. Right there they intertwine with each other. Interdisciplinary linkages develop. Transdisciplinary prospects loom. We conceive imminent convergence of our methodological skills into three transdisciplinary organons congenial to the three cognitive abilities. The first one is metretics or the higher technique of measurement and calculus. It resides in mathematical and statistical studies. The next one is morphetics or the expertise of exploring forms, shapes and figures. It resides in all kinds of morphological, comparative, configurative and evolutionary research. The last one is semiotics or the art of processing sense and reference. It resides in still budding semiologies, cognitive arts and still rudimentary humanities.
The article considers the Views of L. N. Tolstoy not only as a representative, but also as a accomplisher of the Enlightenment. A comparison of his philosophy with the ideas of Spinoza and Diderot made it possible to clarify some aspects of the transition to the unique Tolstoy’s religious and philosophical doctrine. The comparison of General and specific features of the three philosophers was subjected to a special analysis. Special attention is paid to the way of thinking, the relation to science and the specifics of the worldview by Tolstoy and Diderot. An important aspect is researched the contradiction between the way of thinking and the way of life of the three philosophers.
Tolstoy's transition from rational perception of life to its religious and existential bases is shown. Tolstoy gradually moves away from the idea of a natural man to the idea of a man, who living the commandments of Christ. Starting from the educational worldview, Tolstoy ended by creation of religious and philosophical doctrine, which were relevant for the 20th century.
This important new book offers the first full-length interpretation of the thought of Martin Heidegger with respect to irony. In a radical reading of Heidegger's major works (from Being and Time through the ‘Rector's Address' and the ‘Letter on Humanism' to ‘The Origin of the Work of Art' and the Spiegel interview), Andrew Haas does not claim that Heidegger is simply being ironic. Rather he argues that Heidegger's writings make such an interpretation possible - perhaps even necessary.
Heidegger begins Being and Time with a quote from Plato, a thinker famous for his insistence upon Socratic irony. The Irony of Heidegger takes seriously the apparently curious decision to introduce the threat of irony even as philosophy begins in earnest to raise the question of the meaning of being. Through a detailed and thorough reading of Heidegger's major texts and the fundamental questions they raise, Haas reveals that one of the most important philosophers of the 20th century can be read with as much irony as earnestness. The Irony of Heidegger attempts to show that the essence of this irony lies in uncertainty, and that the entire project of onto-heno-chrono-phenomenology, therefore needs to be called into question.
The article is concerned with the notions of technology in essays of Ernst and Friedrich Georg Jünger. The special problem of the connection between technology and freedom is discussed in the broader context of the criticism of culture and technocracy discussion in the German intellectual history of the first half of the 20th century.