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Titlebook: How Interval and Fuzzy Techniques Can Improve Teaching; Processing Education Olga Kosheleva,Karen Villaverde Book 2018 Springer-Verlag GmbH

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發(fā)表于 2025-3-21 19:48:28 | 只看該作者 |倒序?yàn)g覽 |閱讀模式
書(shū)目名稱(chēng)How Interval and Fuzzy Techniques Can Improve Teaching
副標(biāo)題Processing Education
編輯Olga Kosheleva,Karen Villaverde
視頻videohttp://file.papertrans.cn/429/428632/428632.mp4
概述Includes the latest research on processing educational data.Presents traditional.Written by leading experts in the field
叢書(shū)名稱(chēng)Studies in Computational Intelligence
圖書(shū)封面Titlebook: How Interval and Fuzzy Techniques Can Improve Teaching; Processing Education Olga Kosheleva,Karen Villaverde Book 2018 Springer-Verlag GmbH
描述.This book explains how to teach better and presents the latest research on processing educational data and presents traditional statistical techniques as well as probabilistic, interval, and fuzzy approaches. Teaching is a very rewarding activity; it is also a very difficult one – because it is largely an art. There is a lot of advice on teaching available, but it is usually informal and is not easy to follow. To remedy this situation, it is reasonable to use techniques specifically designed to handle such imprecise knowledge: the fuzzy logic techniques...Since there are a large number of statistical studies of different teaching techniques, the authors combined statistical and fuzzy approaches to process the educational data in order to provide insights into improving all the stages of the education process: from forming a curriculum to deciding in which order to present the material to grading the assignments and exams...The authors do not claim to have solved all the problems of education. Instead they show, using numerous examples, that an innovative combination of different uncertainty techniques can improve teaching. The book offers teachers and instructors valuable advice a
出版日期Book 2018
關(guān)鍵詞Computational Intelligence; Fuzzy Approaches; Interval Approaches; Probabilistic Approaches; Processing
版次1
doihttps://doi.org/10.1007/978-3-662-55993-2
isbn_softcover978-3-662-57256-6
isbn_ebook978-3-662-55993-2Series ISSN 1860-949X Series E-ISSN 1860-9503
issn_series 1860-949X
copyrightSpringer-Verlag GmbH Germany 2018
The information of publication is updating

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發(fā)表于 2025-3-21 23:53:30 | 只看該作者
Studies in Computational Intelligencehttp://image.papertrans.cn/h/image/428632.jpg
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發(fā)表于 2025-3-22 01:01:24 | 只看該作者
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How to Motivate Students: An Overview of Part IIn this book, we describe how interval and fuzzy techniques can help in education.Before we even start teaching the material, we need to . the students. As we have mentioned, this is an extremely important aspect of teaching: if a student does not understand why this material is useful, this student may not be as committed to study.
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發(fā)表于 2025-3-22 09:56:23 | 只看該作者
How to Enhance Student Motivations by Borrowing from Ancient Tradition: Egyptian FractionsHow can we increase a person’s interest in some topic, a person’s excitement in studying this topic?Each student already has some topics about which he or she is excited, so a natural way to increase the students’ interest in the topic of study is to relate this topic to the topics about which the student is already excited.
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發(fā)表于 2025-3-22 14:25:31 | 只看該作者
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發(fā)表于 2025-3-22 18:50:46 | 只看該作者
How to Enhance Student Motivations by Borrowing from Ancient Tradition: Russian Peasant MultiplicatiIn the previous chapter, we showed how to use ideas from ancient Egyptian, Mayan and Babylonian mathematics when teaching math. In this chapter, we consider the use of a more recent computational tradition, namely, of a Russian peasant multiplication algorithm.
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發(fā)表于 2025-3-22 23:37:21 | 只看該作者
How to Enhance Student Motivations by Borrowing from Modern Practices: Geometric Approach to Error-LIn the previous chapters, we showed how to use ancient traditions when teaching math. In this chapter (and in the following chapter), we show how ideas borrowed from modern practices can also help.
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發(fā)表于 2025-3-23 05:19:40 | 只看該作者
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