Physical Sciences and Mathematics Commons^™

Analyzing The Linearity Of Some Operators, Faton Kabashi, Azir Jusufi, Hizer Leka

UBT International Conference

Linear operators occupy an important place in functional analysis and linear algebra, which are among the most important and substantive disciplines of mathematics, whose methods and results have created an indispensable apparatus for the development of numerical mathematics, theory of approximations, equations differential and especially mathematical physics and applied mathematics. Also, linear operators are a central object of study in vector space theory.

A linear operator is a function which satisfies the conditions of additivity and homogeneity. Not every function is linear operators. We will try to explore some functions which are also linear operators.

Function, Meaning, And Message Of The Natural Environtment In The Story Of Keong Mas, Adinda Bunga Utami, Nanny Sri Lestari

International Review of Humanities Studies

This research discusses the meaning and function of the natural environment in one folk tale that is well known in the Javanese community. This folktale is known in all circles of society, despite having social differences. An interesting problem in this folklore is the placement of functions and environmental meanings as the main elements of stories or tales. The focus of this research is to raise the function and meaning of the natural environment contained in one story of Keong Mas. This study aims to explain carefully the function and meaning of the natural environment which is the background of …

Conventions, Habits, And U.S. Teachers’ Meanings For Graphs, Kevin C. Moore, Jason Silverman, Teo Paoletti, Dave Liss, Stacy Musgrave

Department of Mathematics Facuty Scholarship and Creative Works

In this paper, we use relevant literature and data to motivate a more detailed look into relationships between what we perceive to be conventions common to United States (U.S.) school mathematics and individuals’ meanings for graphs and related topics. Specifically, we draw on data from pre-service (PST) and in-service (IST) teachers to characterize such relationships. We use PSTs’ responses during clinical interviews to illustrate three themes: (a) some PSTs’ responses implied practices we perceive to be conventions of U.S. school mathematics were instead inherent aspects of PSTs’ meanings; (b) some PSTs’ responses implied they understood certain practices in U.S. school …