# Browsing by Subject "Mathematics"

Now showing 1 - 20 of 35

- Results Per Page
1 5 10 20 40 60 80 100

- Sort Options
Ascending Descending

Item An Analytical Solution to Nonlinear Flow Response of Soft Hair Beds(2020-05) Vural, ZerrinShow more Beds of passive, hair-like fibers can be found in many biological systems, including inside ourselves. Intestines, tongues, and blood vessels contain these types of surfaces, making us ‘hairy’ on the inside. A coupled elastoviscous problem arises when hairy surfaces are sub- jected to shear-driven Stokes flows. The hairs deform in response to fluid flows, and in turn, hair deformation affect fluid stresses. The the- oretical model that accounts for the large-deformation flow response of a biomimetic model system of elastomer hair beds is known. However, the solution to the differo-integral equation governing the behavior of a bed of hairs immersed in fluid is difficult to uncover. Here we show a method to find the analytic solution to this equation of equilibrium. The time-independent equation of motion describing the bending of the hairs can be found by extending the pendulum problem for large angles to the case of bed hairs subject to Stokes flows. We consider the Hamiltonian formalism, analyze phase portraits, and utilize elliptic integrals to reduce the problem to a numerical problem. By these methods we find a solution that characterizes the hairs’ shape by giving the angle with respect to the surface normal at any distance along the hair. Since it was found that biological hairy surfaces reduce fluid drag, angled hairs may be used in the design of integrated microfluidic components, such as diodes and pumps. Thus our solution would be useful to manufacture these devices.Show more Item Beyond individual tests : the effects of children's and adolescents’ cognitive abilities on their achievement(2017-08) Caemmerer, Jacqueline Marie; Keith, Timothy, 1952-; Carlson, Cindy I; Cawthon, Stephanie W; Reynolds, Matthew RShow more Students’ performance across several tests, including both cognitive and achievement tests, is often analyzed together to better understand their learning. This analysis is guided by the assumption that there are specific relations between students’ cognitive abilities and their reading, writing, and math skills. The research supporting this assumption is limited because cognitive-achievement research findings are mostly based on a single test, the Woodcock-Johnson tests (McGrew & Wendling, 2010), and previous studies involve analyzing a single intelligence and achievement test in isolation. Thus, findings are limited to the specific tests that are included in those analyses, and are not necessarily generalizable across other tests. Research that incorporates multiple intelligence and achievement tests, cross-battery analyses, can better address questions about the broader influences of children’s cognitive abilities on their achievement. Such cross-battery research can extend psychologists’ understanding of how intelligence and achievement relate beyond the test-level to the construct level. Six intelligence tests (KABC-II, WJ III, WISC-III, WISC-IV, WISC-V, and DAS-II) and three achievement tests (KTEA-II, WIAT-II, WIAT-III) were analyzed in a cross-battery cognitive-achievement analysis in the current study. Data were derived from seven of the tests’ standardization or linking samples; participants were 3,930 children and adolescents aged 6 to 16. In order to simultaneously analyze several tests a planned missingness approach and structural equation modeling were used. Six broad abilities (Gc, Gf, Gv, Gsm, Gs, and Glr) and g were modeled as latent variables; each broad ability latent variable was indicated by 7 – 14 subtests. Results suggest Gf and g were perfectly correlated and it was impossible to separate the two abilities statistically. The cognitive abilities were predictors of three achievement skills (basic reading, broad writing, and broad math), which were indicated by four to six subtests. Findings indicated Gc influenced all three academic skills; Gsm and Glr influenced basic reading and broad writing; Gs influenced broad writing and broad math; Gf exerted a significant effect on broad math; and Gv was not significantly related to any academic skill. Significant cognitive-achievement relations have implications for diagnostic decision-making regarding specific learning disabilities, assessment planning, and educational recommendations.Show more Item Bilingual teachers reflecting on mathematics teaching : what they notice about engaging children in problem solving(2013-05) Maldonado, Luz Angélica; Empson, Susan B.Show more Teachers are being asked to engage in ambitious mathematics teaching in order to reform children's mathematics learning, and it has proven to be challenging. Unraveling the challenges requires understanding the in-the-moment decisions that teachers make while teaching mathematics. The focus of this study is to understand teacher noticing, the ways in which teachers identify, reason about and make decisions in the situations that occur when engaging English language learners in problem solving. Specifically, I used the construct of professional noticing of children's mathematical thinking (Jacobs, Lamb, & Philipp, 2010) to investigate what three bilingual teachers notice as they participate in a teacher study group to analyze and reflect on their experiences in weekly problem solving small groups. What teachers noticed reflected attention to situations in which they struggled to understand children's mathematical thinking and attempts to direct students towards correct problem solving. Teachers' decisions and struggles in engaging children in problem solving also revealed a focus on the role of preparing English language learners be successful for standardized testing. However, looking at student's work in the teacher study group began to help teachers focus on children's mathematical thinking. Implications on continued understanding of teacher noticing, effective mathematics professional development and developing understanding of mathematics teaching to English Language learners are discussed.Show more Item Bulletin No. 1, Issued by the Committee on Affiliated Schools, The University of Texas, Suggestions Concerning Courses of Study and Methods of Teaching in High Schools, Austin, Texas(University of Texas at Austin, 1901-02) University of Texas at AustinShow more Item Comparing silence with verbal & non-verbal music and irrelevant speech in mathematics assessment(2012-08) Yonnone, Patrick M.; Crawford, Richard H.; Seepersad, CarolynShow more This study looks at the effects of silence as compared to two different types of music and one type of irrelevant speech to analyze the effects on an assessment of 4 categories of mathematical questions. The hypothesis tested was that students would perform best when subject to no distraction (silence), followed closely by non-verbal music (dubstep), while verbal music (Rap) and irrelevant self-speech (repeating the word ‘za’) would result in a decrease in performance. The hypothesis was not found to be statistically significant, but a general trend supporting the hypothesis was present and found to be consistent with similar research.Show more Item Concerning non-dense plane continua(1929) Roberts, John Henderson; Moore, R. L. (Robert Lee), 1882-Show more Item Coordinate-free principles for extension of smooth functions(2021-06-23) Frei-Pearson, Abraham; Israel, Arie, 1988-; Beckner, William; Fefferman, Charles; Maggi, FrancescoShow more This dissertation will study interpolation of smooth functions, broadly defined, in two related contexts. Given a finite subset E of ℝ [superscript n] and a function f : E→ℝ , what is the smallest C [superscript m]-norm of a function F : ℝ [superscript n]→ℝ extending f? In chapter 2, we prove the following result: for every m,n, there exist constants k [superscript #] and C [superscript #] depending on m and n only such that the following holds. Suppose that for every set S ⊂ E with at most k [superscript #] points, there exists a function F [superscript S] : ℝ [superscript n] → ℝ such that F [superscript S] |[subscript S] = f|[subscript S], and [double bar]F [superscript S] [double bar] [subscript C superscript m][subscript parenthesis ℝ superscript n parenthesis] ≤ 1. Then there exists a function F extending f of C [superscript m]-norm at most C [superscript #]. Our approach to this theorem is coordinate-free, and establishes constants which are an exponential improvement over the constants previously established in the literature. Our results are proved by induction on a measure of the tameness of the set E. In order to control the number of steps in the induction argument, we must identify a certain quantity called the signature which has crucial monotonicity properties. In chapter 3, we investigate a related problem. Suppose (X, d) is a metric space, and Γ is a map from X into the compact, convex subsets of the hyperbolic plane ℍ². We are interested in constructing a Lipschitz selection of Γ, i.e. a Lipschitz map F : X → ℍ² such that F(x) ∈ Γ (x) for all x ∈ X. We establish the following results: there exist universal constants k [superscript #] and C [superscript #] independent of Γ and X such that the following holds. Suppose that, for all subsets S ⊂ X containing at most k [superscript #] points, there is a map F [superscript S] : S → ℍ² of Lipschitz constant 1 such that F [superscript S] (x) ∈ Γ (x) for all x ∈ S. Then there is a map F : X → ℍ² such that F(x) ∈ Γ(x) for all x ∈ X with Lipschitz constant at most C [superscript #].Show more Item Effects of cross-age tutors with EBD on the mathematics performance of at-risk kindergarteners(2018-06-25) Watts, Gavin Walter; Bryant, Diane PedrottyShow more Challenges with numerical proficiency at an early age can lead to substantial gaps in learning and are associated with detrimental long-term outcomes. Additionally, the academic and behavioral needs of students with emotional-behavioral disorders (EBD) have been identified as some of the most challenging to address. The purpose of this study was to identify the effects and related outcomes of utilizing cross-age tutors (i.e., older students) with, or at-risk for EBD to deliver a number line board game intervention to kindergarten students at-risk for mathematics disabilities. A concurrent multiple baseline design across participants was utilized to evaluate results related to the following research questions: (1) What effects will a number line game delivered by a cross-age tutor with EBD have on the early numeracy knowledge and skills of kindergarten students at-risk for math disabilities? (2) Can students with EBD effectively serve in the role of cross-age tutors (i.e., implement instruction with fidelity and increase tutees’ number sense skills)? (3) What effects will the training and implementation of the cross-age tutoring program have on the tutors’ behavioral performance as well as overall risk status for EBD? Tutoring sessions took place for 25–30 minutes, three times per week, over 10 weeks. Results suggest this cross-age tutoring program to be an effective and feasible model for significantly improving mathematical performance of tutees at-risk for mathematics disabilities and, to a lesser extent, the behavioral ratings of students with EBD. Distal measures showed the intervention’s moderate effect on tutees’ mathematics performance and large effect on decreasing tutors’ risk-status for EBD. Tutors implemented the intervention procedures with high rates of fidelity and, in combination with the significant gains by their tutees, demonstrated the ability of students with EBD to effectively serve as cross-age tutors. In assessing the social validity of this instructional model, the implementing special educator rated the intervention to be effective and beneficial, although challenges were identified in the area of scheduling. All tutors and tutees perceived the program as effective in promoting mathematics skills for the tutees and positive behavioral developments for the tutors. Limitations, implications for practice, and areas of future research are discussed.Show more Item Effects of explicit, strategic teacher directed instruction with iPad application practice on the multiplication fact performance of 5th grade students with learning disabilities(2014-05) Ok, Min Wook; Bryant, Diane PedrottyShow more It is critical that students develop computational skills with basic facts to attain more advanced mathematical skills (e.g., algebra and fractions). A limited ability in accuracy and fluency with basic facts by students with learning disabilities (LD) who have Individualized Education Program (IEP) goals in mathematics can hinder their performance with more advanced mathematical skills. Thus, it is imperative to provide effective instruction to help students with LD to improve their basic fact skills. Explicit, strategic instruction has been highly recommended as an effective method for helping students with LD to improve basic fact skills. In addition, recent studies reported tablet computers such as iPads have potential for teaching basic fact skills. Thus, the purpose of this study was to investigate the effects of explicit, strategic teacher-directed instruction with iPad application practice on the multiplication fact performance of 5th grade students with LD. A single-case, multiple probe design across participants was applied for this study. Four 5th grade students with LD who had IEP goals in mathematics received fifteen 1:1 intervention sessions in multiplication facts (×4s and ×8s). Digits correct per minute in daily probes, use of a doubling strategy in strategy usage tests, and perspectives of students toward the intervention were measured. Results showed that all students improved their performance with multiplication fact proficiency; one student achieved the mastery level while the three other students approached mastery. All students also maintained the intervention gains, two weeks following the intervention. Additional findings showed that students increased their use of the doubling strategy to solve facts and were able to answer facts automatically following the intervention. Social validity interviews revealed that the intervention was viewed favorably by all students by their expression of positive perspectives toward using the doubling strategy and an iPad application to practice.Show more Item Engaging elementary students in active learning through engineering : methods, observations and outcomes(2014-08) Pearce, Logan Anthony; Petrosino, Anthony J. (Anthony Joseph), 1961-; Barufaldi, JamesShow more Engineering as a pedagogical tool for teaching content and driving student intellectual development is often confined to secondary school grades – middle and high school students. The goal of this work is to explore the feasibility of incorporating engineering, in the form of engineering design challenges, into elementary grade levels. The hypothesis is that engineering design challenges can be made to be age appropriate for elementary students, specifically 1st grade students, without sacrificing elements which make them effective pedagogical tools. This hypothesis was tested through the designing of an engineering design challenge for 1st grade students, which was then taught to a group of elementary students, whose responses were analyzed for desired outcomes indicating effectiveness. The design challenge was demonstrated to be engaging, effective, and feasible for the group of elementary students participating in the research. Students were observed to display engineering habits of mind, an understanding of cause and effect, systems thinking, and a basic understanding of science content through participation in the design challenge. Aspects of the design challenge which were not effective or age appropriate are discussed in this work, and recommendations for further modification of the design challenge to better accommodate elementary students is given.Show more Item Estamos en la lucha : revealing and resisting racism and linguicism in mathematics education(2022-05-02) Jones, Stacy R.; Gomez Marchant, Carlos Nicolas; Gonzalez-Howard, María; Madkins, Tia; Pérez, MichelleShow more This dissertation reveals dominant narratives of Raza learners in mathematics education research and challenges these narratives through composite counter-storytelling. Our society, and consequently mathematics education and mathematics education research, is built from a white, middle-class perspective which silences the voices and experiences of Raza and other Communities of Color. I use Latinx critical theory throughout three distinct articles to reveal and challenge myths told from the dominant culture about the learning and doing of mathematics for Raza learners and to amplify and center the voices of elementary age Raza learners. The first article examines the dominant narratives in mathematics education research through a critical literature analysis. The second article provides a methodology for developing composite counter-stories, extending Solórzano & Yosso’s (2001; 2002) work on the components in composite counter-storytelling and Cook’s (2013) work on place as a character in composite counter-storytelling. The final article explores four Borderlands of Language elementary age Raza learners navigate due to the conflicting spaces and messages of dominant and home cultures. Major findings reveal the deficit narratives of Raza learners in mathematics education (research) and how Raza learners resist and persevere in spaces not made with them in mind. This study presents new knowledge for the field of mathematics education research, not for Raza learners experiencing marginalization daily, in naming the racist behaviors which have been normalized in academia and mathematics classrooms. Furthermore, this study extends our understanding of the development of composite counter-stories through centering the voices of Raza learners. Finally, this dissertation fills a gap in the existing literature on how Raza learners navigate language as a Border space in predominantly white spaces, such as the mathematics classroom.Show more Item An exploratory study of teacher retention using data mining(2014-05) Krause, Gladys Helena; Marshall, Jill Ann; Carmona Domínguez, Guadalupe de la PazShow more The object of this investigation is to report a study of mathematics teacher retention in the Texas Education System by generating a model that allows the identification of crucial factors that are associated with teacher retention in their profession. This study answers the research question: given a new mathematics teacher with little or no service in the Texas Education System, how long might one expect her to remain in the system? The basic categories, used in this study to describe teacher retention are: long term (10 and more years of service), medium term (5 to 9 years of service), and short term (1 to 4 years of service). The research question is addressed by generating a model through data mining techniques and using teacher data and variables from the Texas Public Education Information Management System (PEIMS) that allows a descriptive identification of those factors that are crucial in teacher retention. Research on mathematics teacher turnover in Texas has not yet focused on teacher characteristics. The literature review presented in this investigation shows that teacher characteristics are important in studying factors that may influence teachers' decisions to stay or to leave the system. This study presents the field of education, and the state of Texas, with an opportunity to isolate those crucial factors that keep mathematics teachers from leaving the teaching profession, which has the potential to inform policy makers and other educators when making decisions that could have an impact on teacher retention. Also, the methodology applied, data mining, allows this study to take full advantage of a collection of valuable resources provided by the Texas Education Agency (TEA) through the Public Education Information Management System (PEIMS), which has not yet been used to study the phenomenon of teacher retention.Show more Item From noticing to knowledge : an analysis of teacher noticing and professional knowledge in one-on-one mathematics tutoring(2019-05) Fliss, Rebecca Kathleen; Marshall, Jill Ann; azevedo, flavio s; salinas, cynthia s; TURNER, jack sShow more Tutoring is a widespread educational practice that has proven to be an effective teaching approach in many domains, including the domain of mathematics. Students who have engaged in school-based tutoring programs have outperformed their peers in numerous studies, sometimes by very large margins (Bloom, 1984; Cohen, Kulik, & Kulik, 1982; Fuchs et al., 2008; Powell, Driver, & Julian, 2015; Smith, Cobb, Farran, Cordray, & Munter, 2013). In a most notable study, Bloom (1984) showed that the average student in a tutoring group performed better than 98% of the students in a conventional group. Bloom termed this outperformance of tutored students the 2 sigma problem, stating that important research should be done to determine practical ways in which the positive effects of one-on-one tutoring, "which is too costly for most societies to bear on a large scale," can be realized in classroom settings (p. 4). This Dissertation study looks to teacher noticing as an analytical framework for understanding the practice of mathematics tutoring. The knowledge that tutors build in one-on-one tutoring interactions through the process of noticing is discussed, particularly tutors’ development of knowledge of individual students, knowledge of social and practical aspects of teaching and learning, and Mathematics Knowledge for Teaching (Ball, Thames, & Phelps, 2008). A new model for Knowledge for Tutoring is constructed and the widely cited Mathematics Knowledge for Teaching model is revisited. Finally, limitations and future research are discussedShow more Item The Graduate Students: Maja and Milica Taskovic(2015-01) Franklin, SteveShow more Item How problem solving reasoning of third-grade students differs between English Language Learners and non-English Learners(2016-08) Urrutia, Vanessa Ysabel; Powell, Sarah Rannells; Cooc, North; Bryant, Diane P; Barnes, MarciaShow more This study examined the problem solving reasoning abilities of third-grade students, characterized as English Language Learners and non-English Language Learners. Data were collected under the current longitudinal study, University of Texas at Austin (UT) Word Problem Project, conducted by special education faculty at the UT. This study started in 2015 and currently is in progress through 2019. Participants were served in third-grade classrooms across the local school district. As a part of the UT Word Problem Study, students were audio recorded when administered pretest assessments as baseline for the study. The current study transcribed the audio files to determine if English Language Learners approached math problems and solved math problems differently, as compared to non-English Language Learners.Show more Item Impact of a culturally and linguistically responsive mathematics instructional module for pre-service teachers(2023-04-14) King, Sarah G.; Powell, Sarah Rannells; Doabler, Christian T; Baker, Doris L; Tackett, Kathryn; Barrio, BrendaShow more Ongoing concerns related to the mathematics achievement of culturally and linguistically diverse students with mathematics difficulties have been amplified in recent years, placing a spotlight on the need for the identification of instructional practices to improve mathematics performance of this growing sub-population of students. Extant research points to the use of culturally and linguistically responsive practices to ameliorate such concerns. Yet, many teachers enter the field lacking knowledge and skills necessary to implement culturally and linguistically responsive mathematics practices effectively. Thus, ensuring pre-service teachers are adequately prepared to support these students before they enter the classroom is a necessary step. The purpose of the current study was to examine the impact of a culturally and linguistically responsive mathematics instructional module, CLR-MI, on pre-service teachers’ knowledge, beliefs, and perceived ability to implement culturally and linguistically responsive mathematics instruction with diverse students experiencing mathematics difficulty. A randomized controlled trial with waitlist control was conducted with 64 undergraduate pre-service teachers enrolled in a mathematics methods course. Results indicated participants across both groups significantly increased their perceived self-efficacy and outcome expectancy beliefs, as related to culturally and linguistically responsive mathematics, but did not significantly improve mathematics knowledge for teaching. Limitations of this research are presented along with implications for future research and practice.Show more Item Increasing multiplication and division fluency : embedding self-regulation strategies within systematic, strategic instruction(2011-08) Pfannenstiel, Kathleen Lynn; Bryant, Diane Pedrotty; Bryant, Brian R.; Flower, Andrea; Martin, Taylor; Rieth, HerbertShow more Students need to develop computational proficiency with basic facts (i.e., addition, subtraction, multiplication and division) to be successful in more advanced mathematics such as instruction in fractions, decimals, ratios, and rates (Gersten et al., 2009; NCTM, 2010; NMAP, 2008). Specifically, the Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics (NCTM, 2006) stresses the importance of automaticity in basic facts and the application of these skills to solving word problems. For older elementary students, it is vital that they are proficient in multiplication and related division facts in preparation for working with fractions and other algebra readiness skills. Thus, the purpose of this study was to teach multiplication and division facts using systematic, strategic instruction with and without self-regulation strategies. A single-subject, time-series design was employed to measure items correct on daily probes with nine, fourth grade students. The daily probes were designed with 15 review facts and 25 new facts to measure the ability to solve easy, review facts with automaticity and hard facts specifically taught during instruction. All instruction occurred in small groups (4 – 5 students), after school, with a trained instructor. The students received strategic, systematic instruction in hard multiplication and division facts (9s, 4/6/8s and 7s) with and without additional self-regulation components (self-correction, graphing and goal setting). Multiplication and division were taught together as a fact family, rather than apart, to increase conceptual understanding of the relation between multiplication and division. The findings showed that the students made positive growth in both operations in terms of items correct and fluency; with an increase in accuracy and decrease in time to reach phase change criteria when the intervention was embedded with self-regulation components. Findings from social validity measures from participants support the use of self-regulation as a means to increase motivation.Show more Item Las mujeres in the STEM pipeline : how Latina college students who persist in STEM majors develop and sustain their science identities(2015-05) Rodriguez, Sarah Lynette; Saenz, Victor B.; Reddick, Richard; Somers, Patricia; Riegle-Crumb, Catherine; Ovando, MarthaShow more Over the past decade, an extensive amount of scholarship and media attention have been devoted to understanding the unique educational experiences and challenges of STEM students, however, few studies have explored the intersection of race/ethnicity and gender, especially in terms of science identity development. Given the significant growth of the Latina/o community, understanding Latina STEM college experiences, specifically, will be critical to enhancing educational experiences for the Latina/o STEM community. Existing literature suggests that developing a strong science identity during college may improve persistence for women of color in STEM. This research study uses qualitative methods to gain an in-depth understanding of how Latina college students at a public tier-one, predominantly white, research university make develop and meaning of and develop their science identities. The study found that Latinas develop their STEM identities primarily around aspects of building competence, recognition from self and outside sources, and performance of STEM behaviors. Their STEM identity development was influenced in terms of intersectionality, primarily by their gender and racial identities. This study is uniquely positioned to advance new knowledge regarding Latina students’ persistence in STEM fields, which may inform local, state, and federal STEM policies.Show more Item Mathematical literacy assessment design : a dimensionality analysis of Programme for International Student Assessment (PISA) mathematics framework(2013-08) Ekmekci, Adem; Carmona Domínguez, Guadalupe de la PazShow more The National Research Council (NRC) outlines an assessment design framework in Knowing What Students Know. This framework proposes the integration of three components in assessment design that can be represented by a triangle, with each corner representing: cognition, or model of student learning in the domain; observation, or evidence of competencies; and interpretation, or making sense of this evidence. This triangle representation signifies the idea of a need for interconnectedness, consistency, and integrated development of the three elements, as opposed to having them as isolated from each other. Based on the recommendations for research outlined in the NRC's assessment report, this dissertation aims to conduct a dimensionality analysis of Programme for International Student Assessment (PISA) mathematics items. PISA assesses 15-year olds' skills and competencies in reading, math, and science literacy, implementing an assessment every three years since 2000. PISA's mathematics assessment framework, as proposed by the Organisation for Economic Co-operation and Development (OECD), has a multidimensional structure: content, processes, and context, each having three to four sub-dimensions. The goal of this dissertation is to show how and to what extent this complex multidimensional nature of assessment framework is reflected on the actual tests by investigating the dimensional structure of the PISA 2003, 2006, and 2009 mathematics items through the student responses from all participating OECD countries, and analyzing the correspondence between the mathematics framework and the actual items change over time through these three implementation cycles. Focusing on the cognition and interpretation components of the assessment triangle and the relationship between the two, the results provide evidence addressing construct validity of PISA mathematics assessment. Confirmatory factor analysis (CFA) and structural equation modeling (SEM) were used for a dimensionality analysis of the PISA mathematics items in three different cycles: 2003, 2006, and 2009. Seven CFA models including a unidimensional model, three correlated factor (1-level) models, and three higher order factor (2-level) models were applied to the PISA mathematics items for each cycle. Although the results did not contradict the multidimensionality, stronger evidence was found to support the unidimensionality of the PISA mathematics items. The findings also showed that the dimensional structure of the PISA mathematics items were very stable across different cycles.Show more Item The Mathematical Short Story(2023-05) Mulry, GraceShow more When you hear“short story," you probably do not think of math. Surprisingly, there exists an abundance of short stories that use mathematics in them. The author chose to include mathematics for a reason. What could that reason be? How does the inclusion of mathematics change the message of the story? This thesis investigates the use of mathematics in short stories. It analyzes how the inclusion of mathematics serves to strengthen the theme of various authors' texts. Specifically, the thesis examines mathematical short stories with religious messages, ideas about the“quest for knowledge,”and political takeaways.Show more