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"Deviation (Mathematics)"
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Moderate deviations for the range of planar random walks
Moderate Deviations for the Range of Planar Random Walks.
eBook
Defects of properties in mathematics
This book introduces a method of research which can be used in various fields of mathematics. It examines, in a systematic way, the quantitative characterizations of the \"deviation from a (given) property\", called the \"defect of a property\", in: set theory; topology; measure theory; real, complex and functional analysis; algebra; geometry; number theory; fuzzy mathematics.Besides well-known \"defects\", the book introduces and studies new ones, such as: measures of noncompactness for fuzzy sets; fuzzy and intuitionistic entropies; the defect of (sub, super)additivity; complementarity; monotonicity for set functions; the defect of convexity; monotonicity; differentiability for real functions; the defect of equality for inequalities; the defect of orthogonality for sets and defects of properties for linear operators in normed spaces; defects of properties (commutativity, associativity, etc.) for binary operations; defects of orthogonality and parallelness in Euclidean and non-Euclidean geometries; defects of integer, perfect, prime and amicable numbers; the defect of tautology in fuzzy logic.
eBook
Moderate Deviations for Stable Random Walks in Random Scenery
In this paper, a moderate deviation theorem for one-dimensional stable random walks in random scenery is proved. The proof relies on the analysis of maximum local times of stable random walks, and the comparison of moments between random walks in random scenery and self-intersection local times of the underlying random walks.
Journal Article
Brownian regularity for the Airy line ensemble, and multi-polymer watermelons in Brownian last passage percolation
The Airy line ensemble is a positive-integer indexed system of random continuous curves whose finite dimensional distributions are
given by the multi-line Airy process. It is a natural object in the KPZ universality class: for example, its highest curve, the
Airy
In this paper, we employ the Brownian Gibbs property to make a close
comparison between the Airy line ensemble’s curves after affine shift and Brownian bridge, proving the finiteness of a superpolynomially
growing moment bound on Radon-Nikodym derivatives.
We also determine the value of a natural exponent describing in Brownian last
passage percolation the decay in probability for the existence of several near geodesics that are disjoint except for their common
endpoints, where the notion of ‘near’ refers to a small deficit in scaled geodesic energy, with the parameter specifying this nearness
tending to zero.
To prove both results, we introduce a technique that may be useful elsewhere for finding upper bounds on
probabilities of events concerning random systems of curves enjoying the Brownian Gibbs property.
Several results in this article
play a fundamental role in a further study of Brownian last passage percolation in three companion papers (Hammond 2017a,b,c), in which
geodesic coalescence and geodesic energy profiles are investigated in scaled coordinates.
eBook
What Is the Long-Run Impact of Learning Mathematics During Preschool?
The current study estimated the causal links between preschool mathematics learning and late elementary school mathematics achievement using variation in treatment assignment to an early mathematics intervention as an instrument for preschool mathematics change. Estimates indicate (n = 410) that a standard deviation of intervention-produced change at age 4 is associated with a 0.24-SD gain in achievement in late elementary school. This impact is approximately half the size of the association produced by correlational models relating later achievement to preschool math change, and is approximately 35% smaller than the effect reported by highly controlled ordinary least squares (OLS) regression models (Claessens et al., 2009; Watts et al., 2014) using national data sets. Implications for developmental theory and practice are discussed.
Journal Article
Using a Virtual-Representational-Abstract Integrated Framework to Teach Multiplicative Problem Solving to Middle School Students with Developmental Disabilities
Effective instructional strategies to improve mathematical problem solving skills are critically important to student success in both school-based and real-world mathematics tasks. This study reports effects of a Virtual-Representational-Abstract Integrated framework on the mathematical problem solving skills of three middle school students with developmental disabilities (autism spectrum disorder and intellectual disability). All participants improved in their problem solving accuracy when solving multiplicative comparison word problems using realistic double and triple multipliers. Additionally, all participants maintained their mathematical problem solving accuracy after visual supports (graphic organizer) were removed. Detailed findings and implications for future research and practitioners are discussed.
Journal Article
Mathematics Instruction for Students with Learning Disabilities: A Meta-Analysis of Instructional Components
The purpose of this meta-analysis was to synthesize findings from 42 interventions (randomized control trials and quasi-experimental studies) on instructional approaches that enhance the mathematics proficiency of students with learning disabilities. We examined the impact of four categories of instructional components: (a) approaches to instruction and/or curriculum design, (b) formative assessment data and feedback to teachers on students' mathematics performance, (c) formative data and feedback to students with LD on their performance, and (d) peer-assisted mathematics instruction. All instructional components except for student feedback with goal-setting and peer-assisted learning within a class resulted in significant mean effects ranging from 0.21 to 1.56. We also examined the effectiveness of these components conditionally, using hierarchical multiple regressions. Two instructional components provided practically and statistically important increases in effect size-teaching students to use heuristics and explicit instruction. Limitations of the study, suggestions for future research, and applications for improvement of current practice are discussed.
Journal Article