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tco
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s,
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g
n
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v
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tco
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s,
so
c
ial
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tco
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s.
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fi
n
d
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n
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s
h
ig
h
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p
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a
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K
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:
L
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ev
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Ma
th
em
atics a
ch
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Ma
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Mo
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r th
e
CC B
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C
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p
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A
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:
He
Me
n
g
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Facu
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f
So
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Scien
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Sch
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Un
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Sk
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Ma
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tm
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m
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1.
I
NT
RO
D
UCT
I
O
N
Mo
tiv
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p
lay
s
a
cr
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r
o
le
in
s
h
ap
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g
s
tu
d
e
n
ts
’
p
er
f
o
r
m
an
ce
in
m
ath
em
atics
[
1
]
.
E
x
ten
s
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e
s
tu
d
ies
h
av
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h
ig
h
lig
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ted
th
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s
ig
n
if
ican
ce
o
f
m
o
tiv
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in
in
f
lu
en
cin
g
m
ath
em
atica
l
ac
h
iev
em
en
ts
[
2
]
–
[
4
]
.
W
h
en
lear
n
er
s
ar
e
m
o
tiv
ated
,
th
ey
ex
h
ib
it
g
r
ea
ter
co
n
ce
n
tr
atio
n
an
d
ex
ce
l
in
m
ath
em
atica
l
task
s
,
d
em
o
n
s
tr
atin
g
r
esil
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ce
esp
ec
ially
wh
en
f
ac
e
d
with
ch
alle
n
g
in
g
c
o
n
ce
p
ts
[
5
]
.
I
t
is
im
p
e
r
ativ
e
to
en
s
u
r
e
an
d
s
u
s
tain
s
tu
d
en
ts
’
m
o
tiv
atio
n
to
war
d
s
lear
n
in
g
m
ath
em
atics
[
6
]
.
I
n
e
d
u
ca
tio
n
al
r
esear
ch
,
atten
tio
n
,
r
elev
an
ce
,
co
n
f
id
en
ce
,
a
n
d
s
atis
f
ac
tio
n
(
AR
C
S)
m
o
tiv
atio
n
m
o
d
el
f
r
o
m
Keller
is
wid
ely
u
s
ed
an
d
p
r
ac
tice
d
[
7
]
.
T
h
e
th
eo
r
etica
l
f
o
u
n
d
atio
n
o
f
AR
C
S
m
o
d
el
is
ex
p
ec
ta
n
cy
-
v
al
u
e
t
h
eo
r
y
[
8
]
.
T
h
e
AR
C
S
m
o
d
el
p
o
s
its
th
at
ef
f
ec
tiv
e
s
tu
d
en
t
m
o
tiv
atio
n
h
in
g
es
o
n
:
i
)
ca
p
tu
r
in
g
an
d
m
ain
tain
in
g
atten
tio
n
;
ii
)
elu
ci
d
atin
g
th
e
r
elev
an
ce
o
f
th
e
co
n
ten
t
;
iii
)
n
u
r
tu
r
in
g
s
elf
-
b
elief
in
attain
ab
le
s
u
cc
ess
th
r
o
u
g
h
ef
f
o
r
t
;
an
d
iv
)
in
s
till
in
g
a
s
en
s
e
o
f
ac
co
m
p
lis
h
m
en
t
an
d
g
r
atif
icatio
n
[
8
]
.
T
h
is
m
o
d
el
f
o
llo
ws
a
s
y
s
tem
atic
p
r
o
ce
s
s
o
f
d
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in
itio
n
,
d
esig
n
,
d
ev
elo
p
m
e
n
t,
an
d
e
v
alu
atio
n
[
8
]
.
T
h
ese
f
o
u
r
d
im
en
s
io
n
s
p
lay
a
s
ig
n
if
ican
t
r
o
le
in
i
m
p
r
o
v
i
n
g
s
tu
d
en
ts
’
m
o
tiv
atio
n
in
lea
r
n
in
g
m
ath
e
m
atics
[
9
]
.
T
h
e
p
u
r
p
o
s
e
o
f
atten
tio
n
is
to
ca
p
tu
r
e
th
e
s
tu
d
en
ts
’
atten
tio
n
th
r
o
u
g
h
k
in
d
s
o
f
in
s
tr
u
ctio
n
al
m
eth
o
d
s
an
d
p
r
esen
tatio
n
s
[
1
0
]
.
An
ef
f
ec
tiv
e
ap
p
r
o
ac
h
t
o
en
g
ag
e
s
tu
d
en
ts
in
m
ath
e
m
atics
class
is
t
o
o
f
f
er
d
i
v
er
s
e
an
d
m
u
ltifa
ce
ted
m
eth
o
d
s
o
f
d
eli
v
er
in
g
m
ath
em
atics
co
n
ten
t,
s
u
ch
as
u
tili
zin
g
co
m
p
u
ter
p
r
o
g
r
am
s
,
v
id
eo
s
,
o
r
g
r
o
u
p
ac
tiv
ities
to
s
u
s
tain
le
ar
n
er
s
’
m
o
tiv
atio
n
i
n
lear
n
in
g
m
ath
em
atics
[
1
1
]
.
T
h
ese
way
s
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m
b
in
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2252
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8
8
2
2
A
tten
tio
n
,
r
elev
a
n
ce
,
c
o
n
fid
en
ce
,
a
n
d
s
a
tis
fa
ctio
n
mo
tiva
tio
n
mo
d
el
in
ma
th
ema
tics
…
(
He
Men
g
ya
o
)
1507
ch
ar
ac
ter
is
tics
o
f
m
ath
em
atics
to
p
r
esen
t
m
ath
em
atics
co
n
t
en
t
to
s
tu
d
en
ts
,
wh
ich
will
m
ak
e
s
tu
d
en
ts
f
in
d
it
in
ter
esti
n
g
an
d
p
ay
m
o
r
e
atte
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tio
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o
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m
ath
em
atics
class
.
Fo
r
r
elev
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ce
asp
ec
t,
teac
h
er
s
s
h
o
u
ld
estab
lis
h
a
co
n
n
ec
tio
n
b
etwe
en
m
ath
em
atics
class
an
d
th
eir
p
r
ac
tica
l
r
elev
an
ce
in
th
e
f
u
tu
r
e
[
1
0
]
.
Sev
er
al
ef
f
ec
tiv
e
s
tr
ateg
ies
f
o
r
teac
h
in
g
m
ath
e
m
atics
,
in
clu
d
e
:
i
)
m
ak
in
g
co
n
n
ec
tio
n
s
b
etwe
en
th
e
cu
r
r
icu
lu
m
an
d
r
ea
l
-
wo
r
ld
p
r
o
b
lem
s
;
ii
)
ad
d
r
ess
in
g
th
e
s
p
ec
if
ic
ed
u
ca
tio
n
al
n
ee
d
s
o
f
lear
n
er
s
;
iii
)
lin
k
in
g
cu
r
r
en
t
co
n
ten
t
to
f
u
tu
r
e
ap
p
licatio
n
s
;
iv
)
clea
r
ly
d
ef
i
n
in
g
o
b
jectiv
es
;
v
)
p
r
o
m
o
tin
g
co
llab
o
r
ativ
e
g
r
o
u
p
wo
r
k
;
an
d
vi
)
p
r
o
v
id
i
n
g
in
d
iv
id
u
alize
d
atten
tio
n
to
lea
r
n
er
s
[
1
2
]
.
Dem
o
n
s
tr
atin
g
th
e
r
elev
an
ce
o
f
m
ath
em
atics
en
h
an
ce
s
m
o
tiv
atio
n
as
s
tu
d
en
ts
m
ay
p
er
ce
iv
e
th
e
co
n
n
ec
tio
n
s
b
etwe
en
m
ath
e
m
atics
an
d
o
th
er
s
u
b
jects,
f
o
s
ter
in
g
a
d
ee
p
er
co
m
p
r
eh
e
n
s
io
n
o
f
t
h
e
n
ec
ess
ity
o
f
m
ath
em
atics
lear
n
in
g
f
o
r
th
eir
o
wn
b
en
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it.
Fo
r
co
n
f
id
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t
asp
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t,
w
h
en
s
tu
d
en
ts
p
o
s
s
ess
th
e
n
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ess
ar
y
co
n
f
id
en
ce
to
i
n
itiate
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d
p
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h
a
p
s
f
in
is
h
a
m
ath
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ati
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ass
ig
n
m
en
t,
s
o
ass
u
m
in
g
p
er
s
o
n
al
ac
co
u
n
tab
i
lity
,
th
eir
s
elf
-
ef
f
icac
y
is
b
ein
g
ad
d
r
ess
ed
[
1
3
]
.
E
m
p
h
asizin
g
s
tu
d
en
ts
’
lear
n
in
g
ab
ilit
ies
to
im
p
r
o
v
e
th
eir
c
o
n
f
id
en
ce
is
ess
en
tial.
E
n
ab
lin
g
s
tu
d
en
ts
to
p
r
esen
t
wh
at
k
in
d
o
f
wo
r
k
th
e
y
h
a
v
e
f
in
is
h
ed
p
r
o
v
id
es
th
e
m
with
th
e
o
p
p
o
r
tu
n
ity
to
ex
p
e
r
ien
c
e
a
s
en
s
e
o
f
ac
co
m
p
lis
h
m
e
n
t
[
1
2
]
.
Satis
f
ac
tio
n
f
o
cu
s
es
o
n
t
h
e
em
o
tio
n
al
r
es
p
o
n
s
e
o
f
s
tu
d
en
ts
to
war
d
s
th
e
m
ath
em
atics
ac
tiv
ities
th
ey
h
av
e
s
u
cc
ess
f
u
lly
co
m
p
leted
.
Per
s
o
n
al
s
atis
f
ac
tio
n
is
th
e
s
en
s
e
o
f
p
r
id
e
th
at
a
s
tu
d
en
t
ex
p
er
ien
ce
s
wh
en
s
u
cc
ess
f
u
lly
co
m
p
letin
g
a
m
ath
em
atics
task
[
1
0
]
,
[
1
4
]
.
L
ea
r
n
er
s
s
h
o
u
ld
b
e
p
r
o
u
d
an
d
s
atis
f
ied
o
f
wh
at
th
ey
h
av
e
ac
h
iev
e
d
th
r
o
u
g
h
o
u
t t
h
e
m
ath
em
atics c
o
u
r
s
e.
T
h
is
s
atis
f
ac
tio
n
will m
o
tiv
ate
s
tu
d
en
ts
to
s
o
lv
e
m
o
r
e
m
ath
em
atics task
s
.
L
i
an
d
Keller
[
1
5
]
c
o
n
d
u
cted
a
co
m
p
r
eh
en
s
iv
e
r
ev
iew
s
tu
d
y
th
at
e
x
am
in
ed
th
e
AR
C
S
m
o
d
el
u
s
in
g
d
ata
f
r
o
m
2
7
ar
ticles
.
T
h
e
s
tu
d
y
f
o
cu
s
ed
o
n
ed
u
ca
tio
n
al
co
n
tex
ts
,
r
esear
ch
m
eth
o
d
s
,
an
d
o
u
tco
m
es.
Ho
wev
e
r
,
n
o
liter
atu
r
e
r
ev
iew
f
o
cu
s
es
o
n
th
e
ap
p
licatio
n
o
f
AR
C
S
in
m
ath
em
atics
ed
u
ca
tio
n
s
p
ec
i
f
ic
ally
.
T
h
e
m
ath
em
atics
ac
h
iev
em
en
t
o
f
s
tu
d
en
ts
is
im
p
ac
ted
b
y
n
u
m
e
r
o
u
s
f
ac
to
r
s
,
with
m
o
tiv
atio
n
b
ein
g
a
s
ig
n
if
ican
t
f
ac
to
r
.
Acc
o
r
d
in
g
t
o
Pu
twain
et
a
l
.
[
1
6
]
,
th
e
r
e
is
a
b
elief
th
a
t
s
tu
d
en
ts
wh
o
ar
e
m
o
tiv
ated
will
p
r
o
v
id
e
g
r
ea
ter
f
o
cu
s
to
lear
n
in
g
m
ath
e
m
atics,
lead
in
g
t
o
h
i
g
h
er
m
ar
k
s
in
th
e
s
u
b
ject.
C
o
n
v
er
s
ely
,
s
tu
d
en
ts
wh
o
lack
m
o
tiv
atio
n
o
r
ex
p
er
ien
ce
n
e
g
ativ
e
em
o
tio
n
s
,
s
u
ch
as
w
o
r
r
y
,
will
s
tr
u
g
g
le
to
ac
h
iev
e
h
ig
h
lev
els
o
f
p
er
f
o
r
m
an
ce
in
m
ath
em
atics
[
1
7
]
.
I
t
ca
n
b
e
s
ee
n
t
h
at
f
o
r
m
a
th
em
atics
ed
u
ca
tio
n
m
o
tiv
atio
n
is
v
er
y
im
p
o
r
tan
t.
AR
C
S
as
a
cr
u
cial
m
o
tiv
atio
n
m
o
d
el,
it’s
n
ec
ess
ar
y
t
o
s
tu
d
y
t
h
e
d
etails
o
f
its
ap
p
licat
io
n
in
m
ath
em
atics
ed
u
ca
tio
n
s
o
th
at
r
esear
ch
er
s
c
an
b
etter
p
lay
its
r
o
le
in
m
ath
e
m
atics e
d
u
ca
tio
n
.
T
h
is
s
tu
d
y
a
im
s
to
ad
d
r
ess
th
is
g
ap
b
y
r
ev
iewin
g
th
e
p
ast
r
elev
an
t
em
p
ir
ical
s
tu
d
ies
s
y
s
te
m
atica
lly
to
ev
alu
ate
th
e
ap
p
licatio
n
o
f
th
e
AR
C
S
m
o
tiv
atio
n
m
o
d
el
in
m
at
h
em
a
tics
ed
u
ca
tio
n
to
an
s
wer
th
e
t
h
r
ee
q
u
esti
o
n
s
:
i)
Ho
w
was th
e
AR
C
S m
o
d
el
ap
p
lied
to
m
ath
em
atics e
d
u
ca
tio
n
?
ii)
W
h
at
r
esear
ch
m
eth
o
d
s
wer
e
u
s
ed
in
p
r
e
v
io
u
s
em
p
i
r
ical
s
tu
d
ies?
iii)
W
h
at
ar
e
th
e
r
ep
o
r
ted
o
u
tco
m
es f
o
llo
win
g
th
e
a
p
p
licatio
n
o
f
AR
C
S m
o
d
el
in
m
ath
em
atics
ed
u
ca
tio
n
?
2.
M
E
T
H
O
D
A
s
y
s
tem
atic
m
eth
o
d
is
u
tili
ze
d
in
th
is
s
tu
d
y
to
r
ev
iew
th
e
liter
atu
r
e
o
n
th
e
im
p
lem
en
tat
io
n
o
f
th
e
AR
C
S
m
o
d
el
in
th
e
f
ield
o
f
m
ath
em
atics
ed
u
ca
tio
n
.
T
h
i
s
m
eth
o
d
o
lo
g
y
was
d
er
iv
ed
f
r
o
m
th
e
s
tan
d
ar
d
s
k
n
o
wn
as
th
e
p
r
ef
er
r
ed
r
e
p
o
r
tin
g
item
s
f
o
r
s
y
s
tem
atic
r
ev
iews
an
d
m
eta
-
an
aly
s
es
ex
ten
s
io
n
f
o
r
s
co
p
in
g
r
ev
iews
(
PR
I
SMA
-
ScR
)
[
1
8
]
.
T
h
e
PR
I
SMA
-
ScR
is
an
ev
id
en
ce
-
b
ased
,
m
in
im
u
m
s
et
o
f
r
ec
o
m
m
en
d
atio
n
s
d
esig
n
ed
p
r
im
ar
ily
t
o
en
c
o
u
r
a
g
e
tr
an
s
p
ar
e
n
t
an
d
co
m
p
lete
r
ep
o
r
tin
g
o
f
s
y
s
tem
atic
r
ev
iews.
I
t
is
a
r
o
ad
m
ap
t
o
h
elp
au
th
o
r
s
b
est
d
escr
ib
e
wh
at
was
d
o
n
e,
wh
at
was
f
o
u
n
d
,
an
d
in
th
e
ca
s
e
o
f
a
r
ev
iew
p
r
o
to
co
l,
wh
at
ar
e
th
ey
ar
e
p
lan
n
in
g
to
d
o
[
1
9
]
.
Ma
n
y
s
y
s
tem
atic
r
ev
iews
h
av
e
em
p
lo
y
ed
th
e
PR
I
SMA
cr
ite
r
ia
ex
ten
s
iv
ely
.
T
h
e
f
u
ll
r
ep
o
r
ts
o
f
th
e
r
ev
iew
p
r
o
c
ess
g
u
ar
an
tee
th
e
r
eliab
ilit
y
a
n
d
q
u
ality
o
f
th
e
r
esear
c
h
b
y
en
ab
lin
g
r
ea
d
er
s
to
r
ep
licate
an
d
v
alid
ate
th
e
r
es
ea
r
ch
’
s
im
p
lem
en
tatio
n
.
R
ig
o
r
o
u
s
cr
iter
ia
ar
e
u
s
ed
in
t
h
is
s
tu
d
y
to
en
s
u
r
e
th
e
h
ig
h
s
tan
d
ar
d
o
f
th
e
p
ap
er
s
a
n
d
av
o
i
d
an
y
p
o
ten
tial
b
iases
in
th
e
s
elec
tio
n
p
r
o
ce
d
u
r
e.
T
h
e
f
o
llo
win
g
cr
iter
ia
wer
e
u
tili
ze
d
d
u
r
i
n
g
th
e
r
ev
ie
w
p
r
o
ce
s
s
:
-
T
h
ese
p
ap
er
s
wer
e
em
p
ir
ical
r
esear
ch
th
at
wer
e
p
u
b
lis
h
ed
in
th
r
ee
well
-
k
n
o
wn
d
ata
b
ases
:
E
d
u
ca
tio
n
R
eso
u
r
ce
s
I
n
f
o
r
m
atio
n
C
en
ter
(
E
R
I
C
)
,
Sco
p
u
s
,
an
d
Scien
ce
Dir
ec
t
.
-
T
h
e
p
ap
er
s
r
ev
iewe
d
in
th
is
s
tu
d
y
in
clu
d
ed
p
a
r
ticip
an
ts
o
f
v
ar
io
u
s
ed
u
ca
tio
n
al
lev
els:
p
r
im
ar
y
s
ch
o
o
l,
s
ec
o
n
d
ar
y
s
ch
o
o
l,
an
d
h
ig
h
er
ed
u
ca
tio
n
.
Var
io
u
s
lear
n
in
g
s
ty
les
wer
e
in
clu
d
e
d
,
f
o
r
ex
am
p
le,
g
am
e
-
b
ased
lear
n
in
g
o
r
co
m
p
u
ter
-
ass
is
ted
lear
n
in
g
.
-
T
h
e
r
esear
ch
u
tili
ze
d
th
e
A
R
C
S
m
o
tiv
atio
n
m
o
d
el
as
in
s
tr
u
ctio
n
al
d
esig
n
,
th
e
o
r
etica
l
f
r
am
ewo
r
k
,
o
r
m
ea
s
u
r
em
en
t in
s
tr
u
m
e
n
t
.
-
T
h
e
p
ap
e
r
s
wer
e
wr
itten
in
E
n
g
lis
h
.
T
h
e
s
tu
d
y
ex
am
i
n
ed
th
e
r
ela
ted
p
ap
er
s
in
th
e
elec
tr
o
n
ic
d
atab
ase
in
clu
d
ed
E
R
I
C
,
Sco
p
u
s
,
an
d
Scien
ce
Dir
ec
t
f
r
o
m
2
0
1
3
to
2
0
2
3
.
“ARC
S,”
“A
R
C
S
m
o
d
el,
”
“
atten
tio
n
,
r
elev
an
ce
,
co
n
f
id
en
ce
,
s
atis
f
ac
ti
o
n
,
”
“m
ath
em
atics,”
an
d
“m
ath
em
atics
ed
u
ca
tio
n
”
wer
e
th
e
ter
m
s
s
ea
r
ch
ed
f
o
r
th
e
r
ev
iew.
T
h
r
o
u
g
h
o
u
t
th
e
r
ev
iew
p
r
o
ce
d
u
r
e,
th
e
r
esear
ch
er
s
s
y
s
tem
atica
lly
d
o
wn
lo
ad
e
d
th
ese
p
ap
er
s
th
at
we
r
e
r
elev
a
n
t
to
th
e
s
ea
r
ch
ed
ter
m
s
an
d
p
r
o
ce
ed
ed
to
r
e
v
iew
th
em
co
n
s
ec
u
tiv
ely
.
A
t
o
tal
o
f
2
1
a
r
ticles
wer
e
f
o
u
n
d
f
r
o
m
th
r
ee
d
atab
ases
:
1
1
f
r
o
m
E
R
I
C
,
3
f
r
o
m
Sco
p
u
s
,
an
d
7
f
r
o
m
Scien
ce
Dir
ec
t.
Ad
d
itio
n
al
p
ap
er
s
wer
e
id
en
tifie
d
u
s
in
g
Go
o
g
le
Sch
o
lar
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t J E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
2
,
Ap
r
il
20
25
:
1
5
0
6
-
1
5
1
7
1508
wh
ich
also
f
o
llo
win
g
th
e
s
am
e
r
ig
o
r
o
u
s
s
elec
tio
n
cr
iter
ia.
T
h
ese
cr
iter
ia
in
clu
d
ed
ev
alu
ati
n
g
th
e
r
elev
a
n
ce
o
f
th
e
ar
ticles
to
th
e
r
esear
ch
to
p
ic,
en
s
u
r
in
g
th
at
th
ey
wer
e
p
ee
r
-
r
ev
iewe
d
,
an
d
ass
ess
in
g
th
eir
m
eth
o
d
o
lo
g
ical
q
u
ality
an
d
co
n
tr
ib
u
tio
n
to
th
e
f
ield
.
Af
ter
th
is
ca
r
ef
u
l
e
x
am
in
atio
n
,
f
i
v
e
ad
d
itio
n
al
a
r
ticles
f
r
o
m
Go
o
g
le
Sch
o
lar
wer
e
s
elec
ted
f
o
r
in
clu
s
io
n
.
T
h
is
ex
am
in
atio
n
in
v
o
lv
ed
a
d
etailed
r
e
v
iew
o
f
th
e
ab
s
tr
ac
ts
,
m
eth
o
d
o
l
o
g
ies,
an
d
f
i
n
d
in
g
s
t
o
en
s
u
r
e
th
ey
alig
n
ed
with
th
e
r
esear
ch
o
b
jectiv
es.
As
a
r
e
s
u
lt,
a
to
tal
o
f
2
6
ar
ticles
wer
e
in
clu
d
ed
in
th
e
f
in
al
r
ev
iew.
Fig
u
r
e
1
illu
s
tr
ates
th
e
f
o
u
r
p
r
im
ar
y
s
tep
s
u
n
d
er
tak
e
n
in
th
is
r
ev
iew.
T
h
e
f
o
u
r
s
tag
es o
f
th
e
p
r
o
ce
s
s
ar
e
id
en
tific
atio
n
,
s
cr
ee
n
in
g
,
elig
ib
ilit
y
,
a
n
d
in
cl
u
s
io
n
.
E
ac
h
in
d
iv
id
u
al
ar
ticle
s
er
v
ed
as th
e
b
asic u
n
it o
f
an
aly
s
is
.
T
h
is
r
ev
iew
em
p
lo
y
ed
co
n
ten
t a
n
aly
s
is
as
a
m
eth
o
d
an
d
u
tili
ze
d
a
s
u
m
m
ativ
e
m
eth
o
d
o
lo
g
y
f
o
r
co
n
ten
t
an
aly
s
is
,
in
wh
ich
all
th
e
ar
ti
cles
wer
e
ev
alu
ated
an
d
co
m
p
a
r
ed
ac
co
r
d
in
g
to
t
h
r
ee
r
esear
ch
o
b
jectiv
es
[
2
0
]
.
Fo
u
r
s
eq
u
en
tial
s
tep
s
o
f
an
aly
s
is
wer
e
u
s
ed
t
o
co
n
d
u
ct
t
h
e
an
aly
s
is
,
as
s
h
o
w
n
in
Fig
u
r
e
2
.
Ultim
ately
,
th
e
f
in
d
in
g
s
wer
e
p
r
esen
ted
i
n
d
if
f
er
en
t
s
ec
tio
n
s
.
First
s
ec
tio
n
r
ep
o
r
te
d
th
e
m
at
h
em
atics
ed
u
ca
tio
n
al
co
n
te
x
ts
an
d
th
e
r
o
le
o
f
th
e
AR
C
S
m
o
d
el
in
m
ath
em
atics
ed
u
ca
tio
n
s
tu
d
ies.
So
m
e
s
u
m
m
ar
y
ch
ar
ts
wer
e
g
en
er
ate
d
c
o
n
tain
in
g
in
f
o
r
m
atio
n
ab
o
u
t
th
e
r
esear
ch
co
n
tex
ts
an
d
th
e
AR
C
S
s
tr
ateg
ies
im
p
l
em
en
ted
in
th
is
p
h
ase.
Seco
n
d
s
ec
tio
n
,
th
e
r
esear
ch
d
esig
n
,
r
elev
an
t
v
ar
iab
les,
an
d
m
ea
s
u
r
em
e
n
t
m
eth
o
d
s
wer
e
p
r
esen
ted
.
R
esear
ch
o
u
tco
m
es
wer
e
an
aly
ze
d
r
esp
e
ctiv
ely
in
th
e
th
ir
d
s
ec
tio
n
.
T
h
e
o
u
tco
m
es
o
f
th
e
r
esear
ch
wer
e
class
if
ied
in
to
th
r
ee
d
if
f
er
en
t
d
o
m
ain
s
:
af
f
ec
tiv
e
o
u
tco
m
es,
co
g
n
itiv
e
o
u
tco
m
es,
s
o
cial
o
u
t
co
m
es.
Fig
u
r
e
1
.
T
h
e
s
elec
tio
n
p
r
o
ce
d
u
r
e
o
f
r
ev
iewe
d
s
tu
d
ies
Fig
u
r
e
2
.
Step
s
o
f
an
aly
s
is
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
h
is
s
ec
tio
n
p
r
esen
ts
th
e
r
e
s
u
lts
o
f
th
e
r
ev
iew
o
f
th
e
2
6
s
t
u
d
ies
an
d
th
e
r
esu
lts
wer
e
p
r
esen
ted
to
ad
d
r
ess
th
e
th
r
ee
r
esear
ch
q
u
e
s
tio
n
s
.
T
h
e
d
is
cu
s
s
io
n
o
f
r
elat
ed
r
esu
lts
was
also
e
x
p
an
d
ed
to
m
ak
e
th
is
r
esu
lt
m
o
r
e
clea
r
ly
u
n
d
e
r
s
to
o
d
.
T
h
e
ap
p
licatio
n
o
f
AR
C
S
m
o
d
el
in
th
ese
s
tu
d
ies
,
r
esear
ch
m
eth
o
d
s
an
d
o
u
tco
m
es o
f
th
ese
s
tu
d
ies we
r
e
d
is
cu
s
s
ed
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
A
tten
tio
n
,
r
elev
a
n
ce
,
c
o
n
fid
en
ce
,
a
n
d
s
a
tis
fa
ctio
n
mo
tiva
tio
n
mo
d
el
in
ma
th
ema
tics
…
(
He
Men
g
ya
o
)
1509
3
.
1
.
H
o
w
wa
s
t
he
ARCS
m
o
del a
pp
lied t
o
m
a
t
hem
a
t
ics educa
t
io
n
?
T
h
e
r
esu
lts
o
f
th
is
r
ese
ar
ch
q
u
esti
o
n
wer
e
d
is
cu
s
s
ed
f
r
o
m
two
asp
ec
ts
:
th
e
s
tu
d
y
co
n
tex
t/en
v
ir
o
n
m
en
t
an
d
th
e
r
o
le
o
f
t
h
e
AR
C
S
m
o
d
el
in
m
a
th
em
atics
ed
u
ca
tio
n
r
esear
ch
.
T
h
e
s
tu
d
y
c
o
n
tex
t
in
clu
d
es
th
e
co
u
n
tr
ies
o
f
s
tu
d
ies,
th
e
p
u
b
licatio
n
y
ea
r
,
p
ar
t
icip
an
ts
o
f
s
tu
d
ies
an
d
co
u
r
s
e
d
eliv
er
y
m
eth
o
d
s
.
T
h
e
r
o
le
o
f
t
h
e
AR
C
S
m
o
d
el
in
m
ath
e
m
atics
ed
u
ca
tio
n
r
esear
ch
was
d
i
v
id
ed
in
to
th
r
ee
ca
teg
o
r
ies:
in
s
tr
u
ctio
n
al
d
esig
n
,
th
e
o
r
etic
al
f
r
am
ewo
r
k
,
an
d
m
ea
s
u
r
em
e
n
t in
s
tr
u
m
en
t.
3
.
1
.
1
.
Study
c
o
nte
x
t
T
o
co
m
p
r
eh
e
n
d
t
h
e
d
is
tin
ct
ed
u
ca
tio
n
al
e
n
v
ir
o
n
m
en
ts
,
t
h
is
s
tu
d
y
co
n
tex
t
in
clu
d
es
th
r
e
e
asp
ec
ts
:
co
u
n
tr
ies
o
f
s
tu
d
ies,
p
ar
ticip
a
n
ts
o
f
s
tu
d
ies,
an
d
co
u
r
s
e
d
el
iv
er
y
m
eth
o
d
s
.
T
ab
le
1
s
h
o
w
s
th
at
th
e
r
esear
ch
co
v
er
s
v
ar
io
u
s
cu
ltu
r
es
an
d
c
o
u
n
tr
ies,
in
clu
d
in
g
C
h
in
a
[
2
1
]
–
[
2
5
]
,
C
o
lo
m
b
ia
[
2
6
]
,
[
2
7
]
,
I
n
d
o
n
esia
[
2
8
]
–
[
3
4
]
,
Ko
r
ea
[
3
5
]
,
Ma
lay
s
ia
[
2
]
,
[
3
6
]
,
So
u
th
Af
r
ica
[
3
7
]
,
T
u
r
k
e
y
[
1
]
,
[
3
8
]
,
an
d
Un
ited
States
[
1
1
]
,
[
1
3
]
,
[
3
9
]
–
[
4
2
]
.
T
h
is
estab
lis
h
ed
a
s
tr
o
n
g
f
o
u
n
d
atio
n
f
o
r
th
e
ap
p
licab
ilit
y
o
f
a
n
y
f
in
d
in
g
s
th
at
ar
is
e
f
r
o
m
th
e
d
ata.
Mo
s
t
s
tu
d
ies
(
7
o
f
2
6
)
wer
e
f
r
o
m
I
n
d
o
n
esia
an
d
th
e
n
ex
t
h
ig
h
est
s
tu
d
ies
(
6
o
f
2
6
)
wer
e
f
r
o
m
Un
ited
States
.
T
h
e
n
u
m
b
er
o
f
r
elate
d
s
tu
d
ies in
C
h
in
a
was c
lo
s
ely
f
o
llo
wed
b
y
5
s
tu
d
ies.
T
h
e
an
aly
s
is
o
f
p
u
b
licatio
n
y
ea
r
d
ata
d
em
o
n
s
tr
ated
a
n
o
n
l
in
ea
r
g
r
o
wth
in
th
e
q
u
a
n
tity
o
f
ar
ticles
p
u
b
lis
h
ed
in
th
e
e
x
am
in
ed
f
ie
ld
s
f
r
o
m
2
0
1
3
to
2
0
2
3
,
with
a
n
o
tab
le
in
cr
ea
s
e
in
2
0
1
9
,
as
s
h
o
wn
in
Fig
u
r
e
3
.
T
h
e
ap
p
licatio
n
o
f
th
e
AR
C
S
m
o
d
el
in
tech
n
o
lo
g
y
-
en
h
an
ce
d
lear
n
i
n
g
c
o
n
tex
ts
is
g
ain
in
g
in
cr
ea
s
in
g
in
ter
est
[
7
]
.
I
n
ad
d
itio
n
,
AR
C
S
m
o
d
el
h
as
b
ee
n
alr
ea
d
y
c
o
m
m
o
n
ly
em
p
lo
y
ed
i
n
web
-
b
ased
,
o
n
lin
e,
a
n
d
m
ix
ed
lear
n
in
g
co
n
tex
ts
[
4
3
]
.
T
h
e
p
o
s
t
-
p
an
d
em
ic
p
er
io
d
h
as
s
ee
n
th
e
r
is
e
o
f
th
is
k
in
d
o
f
lear
n
in
g
m
o
d
el
as
a
wid
ely
ac
ce
p
ted
ap
p
r
o
ac
h
in
e
d
u
ca
ti
o
n
.
I
t
h
as
p
lay
e
d
a
s
ig
n
i
f
ican
t
r
o
le
in
t
r
an
s
f
o
r
m
i
n
g
e
d
u
ca
ti
o
n
f
r
o
m
tr
a
d
itio
n
al
f
ac
e
-
to
-
f
ac
e
m
eth
o
d
s
to
a
co
m
b
in
atio
n
o
f
f
ac
e
-
to
-
f
ac
e
a
n
d
o
n
lin
e
lear
n
in
g
m
o
d
es
[
4
4
]
.
No
tab
ly
,
6
2
%
(
1
6
o
u
t
o
f
2
6
)
o
f
t
h
e
r
esear
ch
wer
e
co
n
d
u
cte
d
d
u
r
in
g
t
h
e
p
ast
f
iv
e
y
ea
r
s
.
Alth
o
u
g
h
th
e
r
el
ev
an
t
s
tu
d
ies
wer
e
d
ec
r
ea
s
ed
f
r
o
m
2
0
1
9
,
AR
C
S
m
o
d
el
was
s
till
v
er
y
im
p
o
r
tan
t
in
m
ath
em
atics
ed
u
ca
tio
n
[
4
2
]
.
T
h
e
p
an
d
em
ic
ca
u
s
ed
s
u
b
s
tan
tial
d
is
r
u
p
tio
n
s
ac
r
o
s
s
v
ar
io
u
s
ac
ad
em
ic
d
i
s
cip
lin
es.
Ma
n
y
r
esear
ch
er
s
,
esp
ec
ially
in
f
ield
s
s
u
ch
as
m
ath
em
atics
ed
u
ca
tio
n
,
h
a
d
lim
ited
ac
ce
s
s
to
n
ec
es
s
ar
y
r
eso
u
r
ce
s
,
r
esu
ltin
g
i
n
r
e
d
u
ce
d
p
r
o
d
u
ctiv
ity
.
T
h
is
is
co
n
s
is
ten
t
wi
th
f
in
d
in
g
s
f
r
o
m
s
tu
d
ies
in
d
icatin
g
a
d
ec
lin
e
in
r
esear
ch
p
r
o
d
u
ctiv
ity
d
u
r
in
g
t
h
e
p
an
d
em
ic
ac
r
o
s
s
v
ar
io
u
s
f
ield
s
[
4
5
]
.
I
t
was
r
em
a
r
k
ab
le
t
h
a
t
ex
p
er
im
e
n
tal
s
tu
d
ies
o
n
t
h
e
AR
C
S
m
o
tiv
atio
n
m
o
d
el
ar
e
m
o
r
e
ty
p
ical
in
m
at
h
em
atics e
d
u
ca
tio
n
[
1
5
]
.
T
ab
le
1
.
C
o
u
n
tr
ies o
f
s
tu
d
ies
S
t
u
d
i
e
s
C
o
u
n
t
r
i
e
s
F
r
e
q
u
e
n
c
y
[
2
1
]
–
[
2
5
]
C
h
i
n
a
5
[
2
6
]
,
[
2
7
]
C
o
l
o
m
b
i
a
2
[
2
8
]
–
[
3
4
]
I
n
d
o
n
e
si
a
7
[
3
5
]
K
o
r
e
a
1
[
2
]
,
[
3
6
]
M
a
l
a
y
si
a
2
[
3
7
]
S
o
u
t
h
A
f
r
i
c
a
1
[
1
]
,
[
3
8
]
Tu
r
k
e
y
2
[
1
1
]
,
[
1
3
]
,
[
3
9
]
–
[
4
2
]
U
n
i
t
e
d
S
t
a
t
e
s
6
Fig
u
r
e
3
.
Dis
tr
ib
u
tio
n
o
f
p
u
b
li
ca
tio
n
s
b
y
y
ea
r
T
h
e
d
i
v
e
r
s
e
r
an
g
e
o
f
p
ar
tic
ip
a
n
ts
s
p
a
n
n
i
n
g
f
r
o
m
p
r
im
ar
y
s
tu
d
e
n
ts
to
g
r
ad
u
ate
s
t
u
d
en
ts
e
n
h
an
ce
d
t
h
e
g
e
n
e
r
a
liz
a
b
ili
ty
o
f
th
e
r
esu
lts
,
as
p
r
ese
n
t
e
d
in
T
a
b
l
e
2
.
M
o
s
t
o
f
t
h
es
e
s
t
u
d
ies
f
o
cu
s
e
d
o
n
s
ec
o
n
d
ar
y
e
d
u
ca
ti
o
n
(
1
1
o
f
2
6
)
a
n
d
h
i
g
h
e
r
e
d
u
ca
ti
o
n
(
1
0
o
f
2
6
)
,
wh
ic
h
c
an
b
e
m
o
r
e
i
n
t
u
i
ti
v
el
y
co
m
p
a
r
e
d
f
r
o
m
Fig
u
r
e
4
.
On
e
s
t
u
d
y
h
a
d
a
s
am
p
l
e
o
f
g
r
ad
u
ate
s
t
u
d
en
ts
a
n
d
t
h
e
r
est
b
ei
n
g
u
n
d
er
g
r
ad
u
a
tes
in
h
i
g
h
er
e
d
u
c
ati
o
n
.
T
h
e
r
e
we
r
e
o
n
ly
f
iv
e
s
tu
d
ies
i
n
p
r
im
ar
y
ed
u
ca
t
io
n
.
So
m
e
s
t
u
d
i
es
h
a
v
e
s
h
o
w
n
t
h
a
t
b
ase
d
o
n
t
h
e
“a
tte
n
t
io
n
”
d
i
m
e
n
s
i
o
n
o
f
AR
C
S,
0
2
4
6
2
0
1
3
2
0
1
4
2
0
1
5
2
0
1
6
2
0
1
7
2
0
1
8
2
0
1
9
2
0
2
0
2
0
2
1
2
0
2
2
2
0
2
3
N
u
mb
e
r
o
f
st
u
d
i
e
s
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t J E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
2
,
Ap
r
il
20
25
:
1
5
0
6
-
1
5
1
7
1510
tec
h
n
o
lo
g
y
-
b
ase
d
i
n
s
t
r
u
ct
io
n
al
d
es
ig
n
o
f
te
n
in
c
o
r
p
o
r
at
es
t
h
e
AR
C
S
m
o
d
el
to
c
ap
tu
r
e
s
t
u
d
en
ts
’
att
en
ti
o
n
a
n
d
in
t
er
est
[
2
]
,
[
1
1
]
,
[
1
3
]
,
[
1
5
]
,
[
2
1
]
.
E
m
p
ir
ic
al
e
v
al
u
ati
o
n
h
as
s
h
o
we
d
t
h
e
p
o
s
i
ti
v
e
i
n
f
l
u
e
n
c
e
o
f
tec
h
n
o
l
o
g
y
-
b
ase
d
lea
r
n
i
n
g
o
n
s
t
u
d
e
n
ts
’
c
o
n
ce
p
t
u
al
c
o
m
p
r
e
h
e
n
s
i
o
n
a
t
t
h
e
s
e
c
o
n
d
a
r
y
s
c
h
o
o
l
le
v
e
l
[
4
6
]
.
T
h
er
ef
o
r
e,
th
e
te
c
h
n
o
l
o
g
y
-
b
as
ed
i
n
s
t
r
u
ct
io
n
a
l
d
es
ig
n
c
an
b
e
i
m
p
la
n
te
d
a
m
o
n
g
s
ec
o
n
d
a
r
y
s
tu
d
e
n
ts
an
d
c
o
ll
eg
e
s
tu
d
en
ts
ea
s
ie
r
.
T
ab
le
2
.
Par
ticip
an
ts
o
f
s
tu
d
ies
S
t
u
d
i
e
s
P
a
r
t
i
c
i
p
a
n
t
s
F
r
e
q
u
e
n
c
y
[
1
]
,
[
2
2
]
,
[
2
3
]
,
[
3
0
]
,
[
3
9
]
P
r
i
mary
sc
h
o
o
l
st
u
d
e
n
t
s
5
[
2
]
,
[
3
1
]
–
[
3
4
]
,
[
3
6
]
Ju
n
i
o
r
sc
h
o
o
l
st
u
d
e
n
t
s
6
[
2
1
]
,
[
2
4
]
,
[
3
7
]
,
[
4
0
]
,
[
4
2
]
H
i
g
h
sc
h
o
o
l
s
t
u
d
e
n
t
s
5
[
1
3
]
,
[
2
5
]
–
[
2
9
]
,
[
3
5
]
,
[
3
8
]
,
[
4
1
]
C
o
l
l
e
g
e
st
u
d
e
n
t
s
9
[
1
1
]
G
r
a
d
u
a
t
e
s
t
u
d
e
n
t
s
1
Fig
u
r
e
4
.
Par
ticip
an
ts
o
f
s
tu
d
i
es
T
h
e
A
R
C
S
m
o
ti
v
a
t
i
o
n
m
o
d
el
w
a
s
i
m
p
l
e
m
e
n
t
e
d
t
o
v
a
r
i
o
u
s
m
a
t
h
e
m
a
ti
c
s
c
o
u
r
s
e
s
o
r
i
n
s
t
r
u
c
t
i
o
n
al
s
e
s
s
i
o
n
s
,
d
e
p
e
n
d
i
n
g
o
n
t
h
e
t
e
c
h
n
o
l
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g
i
e
s
u
s
e
d
i
n
t
h
e
e
d
u
c
a
t
i
o
n
a
l
s
e
t
ti
n
g
,
a
s
s
h
o
w
n
i
n
T
a
b
l
e
3
.
W
i
t
h
i
n
t
h
e
s
e
e
d
u
c
a
t
i
o
n
a
l
s
e
t
ti
n
g
s
,
t
h
e
m
a
j
o
r
i
t
y
o
f
r
e
s
e
a
r
c
h
h
a
s
c
o
m
b
i
n
e
d
th
e
A
R
C
S
m
o
d
e
l
wi
t
h
t
e
c
h
n
o
lo
g
y
-
b
a
s
e
d
f
o
r
m
s
o
f
l
e
a
r
n
i
n
g
s
u
c
h
a
s
o
n
l
i
n
e
l
e
a
r
n
i
n
g
,
d
i
g
i
t
a
l
g
a
m
e
-
b
a
s
e
d
l
e
a
r
n
i
n
g
,
v
i
r
t
u
a
l
r
e
a
l
i
t
y
l
ea
r
n
i
n
g
,
w
e
b
-
b
a
s
e
d
l
e
a
r
n
i
n
g
,
a
n
d
m
o
b
i
l
e
l
ea
r
n
i
n
g
.
T
h
e
a
p
p
r
o
a
ch
w
a
s
i
m
p
l
e
m
e
n
t
e
d
e
-
l
e
a
r
n
i
n
g
c
o
n
t
e
x
t
s
a
n
d
i
n
f
l
i
p
p
e
d
cl
as
s
r
o
o
m
i
n
v
a
r
i
o
u
s
r
e
s
e
a
r
c
h
.
A
l
l
t
h
es
e
t
e
c
h
n
o
l
o
g
y
-
b
a
s
e
d
c
o
u
r
s
e
d
e
l
i
v
e
r
y
m
e
t
h
o
d
s
h
a
v
e
a
p
p
l
i
e
d
s
t
u
d
e
n
t
-
c
e
n
te
r
e
d
e
n
v
i
r
o
n
m
e
n
t
s
,
w
h
i
c
h
c
a
n
m
a
t
c
h
w
i
t
h
A
R
C
S
m
o
d
e
l
p
r
o
p
e
r
l
y
.
A
t
t
h
e
s
a
m
e
t
i
m
e
,
t
h
e
r
e
a
r
e
a
l
s
o
s
t
u
d
i
e
s
(
9
o
f
2
6
)
t
h
a
t
d
o
n
o
t
f
o
c
u
s
o
n
t
h
e
d
e
s
i
g
n
o
f
d
e
m
o
n
s
t
r
a
ti
n
g
c
l
a
s
s
r
o
o
m
i
n
s
t
r
u
ct
i
o
n
,
a
n
d
s
o
u
s
e
n
o
c
o
m
p
u
t
e
r
o
r
i
n
t
e
r
n
e
t
s
u
p
p
o
r
t
e
d
i
n
s
t
r
u
c
t
i
o
n
.
T
ab
le
3
.
C
o
u
r
s
e
d
eliv
er
y
m
et
h
o
d
s
S
t
u
d
i
e
s
D
e
l
i
v
e
r
y
m
e
t
h
o
d
s
F
r
e
q
u
e
n
c
y
[
3
9
]
,
[
4
1
]
B
l
e
n
d
e
d
i
n
s
t
r
u
c
t
i
o
n
2
[
1
]
,
[
2
]
,
[
1
1
]
,
[
1
3
]
,
[
2
1
]
,
[
2
4
]
,
[
3
6
]
,
[
3
8
]
,
[
4
0
]
W
e
b
-
b
a
se
d
i
n
st
r
u
c
t
i
o
n
9
[
2
3
]
,
[
2
5
]
–
[
2
7
]
,
[
3
4
]
G
a
me
-
b
a
se
d
l
e
a
r
n
i
n
g
5
[
2
2
]
M
o
b
i
l
e
l
e
a
r
n
i
n
g
1
[
2
8
]
–
[
3
3
]
,
[
3
5
]
,
[
3
7
]
,
[
4
2
]
N
o
c
o
m
p
u
t
e
r
o
r
i
n
t
e
r
n
e
t
s
u
p
p
o
r
t
e
d
i
n
s
t
r
u
c
t
i
o
n
9
3
.
1
.
2
.
T
he
ro
le
o
f
t
he
ARCS
m
o
del in m
a
t
he
m
a
t
ics educa
t
io
n studies
T
h
e
r
o
le
o
f
th
e
AR
C
S
m
o
d
el
in
ed
u
ca
tio
n
al
co
n
tex
ts
was
d
iv
id
ed
in
to
th
r
ee
ca
teg
o
r
ies
in
a
r
ev
iew
s
tu
d
y
b
y
Fan
g
et
a
l.
[
4
7
]
:
in
s
tr
u
ctio
n
al
d
esig
n
,
th
eo
r
etica
l
f
r
am
ewo
r
k
,
an
d
m
ea
s
u
r
em
e
n
t
in
s
tr
u
m
en
t.
T
h
e
AR
C
S
m
o
d
el’
s
r
o
le
in
m
ath
e
m
atics
ed
u
ca
tio
n
,
as
s
h
o
wn
in
T
ab
le
4
,
was
ca
teg
o
r
ized
in
t
h
is
r
ev
iew
in
to
th
e
s
am
e
th
r
ee
ar
ea
s
,
n
am
el
y
:
i)
i
n
s
tr
u
ctio
n
al
d
esig
n
:
i
n
o
r
d
er
t
o
d
ev
elo
p
n
ew
i
n
s
tr
u
ctio
n
s
,
th
e
AR
C
S
m
o
d
el
was
in
teg
r
ated
in
to
th
e
p
r
o
ce
s
s
an
d
m
o
tiv
atio
n
al
tech
n
iq
u
es
wer
e
u
s
ed
[
8
]
;
ii)
t
h
eo
r
etica
l
f
r
am
e
wo
r
k
:
i
n
s
tr
u
ctio
n
al
d
esig
n
o
r
m
o
tiv
atio
n
d
ata
wer
e
an
aly
ze
d
u
s
in
g
th
e
AR
C
S
m
o
d
el
as
a
th
eo
r
etica
l
f
r
am
ewo
r
k
[
4
8
]
;
an
d
iii)
m
ea
s
u
r
in
g
t
o
o
l:
th
e
in
s
tr
u
ctio
n
m
ater
ials
m
o
tiv
atio
n
s
u
r
v
ey
(
I
MM
S)
a
n
d
c
o
u
r
s
e
in
ter
est
s
u
r
v
ey
(
C
I
S)
wh
ich
m
ea
s
u
r
es m
o
tiv
atio
n
,
w
as u
s
ed
in
co
n
ju
n
ctio
n
with
th
e
AR
C
S m
o
d
el
[
14
]
.
0
2
4
6
8
10
12
Pr
i
ma
r
y
Sc
h
o
o
l
St
u
d
e
n
t
s
S
e
c
o
n
d
a
r
y
S
c
h
o
o
l
S
t
u
d
e
n
t
s
H
i
g
h
e
r
Ed
u
c
a
t
i
o
n
S
t
u
d
e
n
t
s
N
u
mb
e
r
o
f
st
u
d
i
e
s
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
A
tten
tio
n
,
r
elev
a
n
ce
,
c
o
n
fid
en
ce
,
a
n
d
s
a
tis
fa
ctio
n
mo
tiva
tio
n
mo
d
el
in
ma
th
ema
tics
…
(
He
Men
g
ya
o
)
1511
Fro
m
Fig
u
r
e
5
,
we
ca
n
s
ee
t
h
at
th
er
e
a
r
e
m
a
n
y
s
tu
d
ies
u
s
ed
AR
C
S
m
o
d
el
as
an
in
s
tr
u
ctio
n
al
d
esig
n
(
1
7
o
f
2
6
)
a
n
d
m
ea
s
u
r
e
m
en
t t
o
o
l (
1
4
o
f
2
6
)
in
m
ath
e
m
atics e
d
u
ca
tio
n
.
Me
an
w
h
ile,
th
er
e
wer
e
s
o
m
e
s
tu
d
ies in
wh
ich
th
e
AR
C
S
m
o
d
el
ca
n
b
e
u
s
ed
as
b
o
t
h
in
s
tr
u
ctio
n
al
d
esig
n
an
d
m
ea
s
u
r
em
en
t
t
o
o
l.
T
h
e
AR
C
S
m
o
d
el
was
u
tili
ze
d
to
d
es
ig
n
an
d
ev
alu
ate
in
s
tr
u
ctio
n
al
m
ater
ials
in
m
an
y
ed
u
ca
tio
n
s
ettin
g
s
,
s
u
ch
as
g
am
e
-
b
ased
lear
n
in
g
,
d
ig
ital
b
o
o
k
s
,
m
o
b
il
e
lear
n
in
g
,
f
lip
p
ed
class
r
o
o
m
s
[
3
8
]
,
[
49
]
–
[5
1
]
.
T
h
ese
r
esu
lts
s
h
o
wed
th
at
it
also
h
ap
p
en
s
in
m
ath
em
atics e
d
u
ca
tio
n
.
T
h
e
AR
C
S
m
o
d
el,
wh
ich
s
er
v
ed
as
a
th
eo
r
etica
l
f
r
am
ewo
r
k
f
o
r
th
e
r
ev
iew
s
tu
d
y
b
y
Kiv
u
n
ja
[5
2
]
,
was
d
iv
id
ed
in
to
two
ca
teg
o
r
ies:
an
aly
s
is
o
f
in
s
tr
u
ctio
n
al
d
esig
n
an
d
a
n
aly
s
is
o
f
s
tu
d
e
n
ts
’
m
o
tiv
atio
n
.
I
t
illu
s
tr
ated
th
e
f
u
n
ctio
n
s
o
f
th
e
th
eo
r
etica
l
f
r
am
ewo
r
k
u
tili
ze
d
to
an
aly
ze
th
e
r
esear
ch
d
a
ta
,
as
p
r
esen
ted
in
T
ab
le
4
.
Ou
t
o
f
th
e
f
o
u
r
a
n
aly
ze
d
p
ap
er
s
,
o
n
ly
o
n
e
d
is
cu
s
s
ed
an
aly
zin
g
s
tu
d
en
ts
’
m
o
tiv
ati
o
n
u
s
in
g
th
e
AR
C
S
m
o
d
el
as
th
e
o
r
etica
l
f
r
am
ew
o
r
k
.
A
ca
s
e
s
tu
d
y
was
co
n
d
u
cted
to
an
s
wer
th
e
r
esear
ch
q
u
esti
o
n
:
h
o
w
d
o
s
tu
d
en
ts
’
ex
p
er
ie
n
ce
s
in
f
lu
e
n
ce
th
eir
m
o
tiv
atio
n
i
n
th
e
AR
C
S
f
r
am
ewo
r
k
?
I
n
th
e
s
tu
d
y
b
y
Ng
u
y
en
[
4
1
]
,
AR
C
S
m
o
d
el
p
lay
ed
th
e
th
eo
r
etica
l
f
r
am
ewo
r
k
r
o
le
to
an
al
y
ze
s
tu
d
en
ts
’
m
o
tiv
atio
n
in
lear
n
in
g
m
ath
em
atics.
T
h
e
m
o
d
el
was
ap
p
lied
in
th
r
ee
s
tu
d
ies
to
ex
am
in
e
in
s
tr
u
ctio
n
al
d
esig
n
b
ased
o
n
th
e
AR
C
S
co
m
p
o
n
en
t
co
n
ce
p
ts
.
Fo
r
ex
am
p
le,
Keller
’
s
AR
C
S
m
o
d
el
was
ex
p
lo
r
ed
as
a
th
eo
r
etica
l
f
r
am
ewo
r
k
f
o
r
th
e
in
tr
o
d
u
cto
r
y
s
tatis
t
ics
clas
s
es
to
p
r
o
v
id
e
th
e
p
r
o
s
p
ec
tiv
e
m
ath
em
atics
teac
h
er
s
with
th
e
m
o
tiv
atio
n
an
d
s
tim
u
latio
n
to
lear
n
s
tatis
t
ics o
n
th
eir
o
wn
[
3
5
]
.
Fig
u
r
e
5
.
T
h
e
r
o
le
o
f
th
e
AR
C
S m
o
d
el
T
ab
le
4
.
T
h
e
f
u
n
ctio
n
o
f
th
e
A
R
C
S th
eo
r
etica
l f
r
am
ewo
r
k
s
u
s
ed
in
s
tu
d
ies
S
t
u
d
i
e
s
F
u
n
c
t
i
o
n
s
F
r
e
q
u
e
n
c
y
[
4
1
]
A
n
a
l
y
s
i
s
o
f
st
u
d
e
n
t
s’
mo
t
i
v
a
t
i
o
n
1
[
3
5
]
,
[
3
6
]
,
[
4
2
]
A
n
a
l
y
s
i
s
o
f
i
n
st
r
u
c
t
i
o
n
a
l
d
e
si
g
n
3
3
.
2
.
Wha
t
re
s
ea
rc
h m
et
ho
ds
wer
e
us
ed
in prev
io
u
s
em
pirica
l st
ud
ies
?
T
h
e
s
tu
d
ies
wer
e
class
if
ied
ac
co
r
d
in
g
to
th
eir
r
esear
ch
m
et
h
o
d
s
,
an
d
th
e
m
ea
s
u
r
e
m
en
ts
o
f
th
e
m
ain
v
ar
iab
les
wer
e
an
aly
ze
d
.
T
h
e
q
u
an
titativ
e
m
eth
o
d
was
t
h
e
m
o
s
t
co
m
m
o
n
ly
u
tili
ze
d
r
esear
ch
m
eth
o
d
,
ap
p
ea
r
in
g
in
2
0
o
u
t
o
f
th
e
2
6
ar
ticles.
Do
cu
m
en
t
A
p
r
o
v
id
ed
a
co
m
p
r
eh
en
s
iv
e
o
v
er
v
iew
o
f
th
e
r
esear
c
h
d
esig
n
em
p
lo
y
e
d
in
ea
ch
o
f
th
e
ar
ticles
th
at
wer
e
r
ev
iew
ed
.
Fig
u
r
e
6
s
h
o
w
s
th
e
p
r
o
p
o
r
tio
n
o
f
th
e
th
r
ee
r
esear
ch
m
eth
o
d
s
.
I
t
s
h
o
wed
t
h
at
5
4
%
o
f
r
elev
a
n
t
s
tu
d
ies
u
s
ed
q
u
an
titativ
e
m
eth
o
d
,
3
1
%
s
tu
d
ies
u
s
ed
m
ix
e
d
m
eth
o
d
,
wh
ile
o
n
ly
1
5
%
s
tu
d
ies
u
s
ed
q
u
alitativ
e
m
et
h
o
d
.
T
h
is
r
esu
lt
in
d
icate
d
th
at
m
o
s
t
s
tu
d
ies
wer
e
ex
p
er
im
en
tal.
Mo
s
t
o
f
th
e
ex
p
er
im
en
tal
s
tu
d
ies
co
n
d
u
c
ted
m
o
tiv
atio
n
in
ter
v
en
tio
n
b
ased
o
n
AR
C
S
m
o
tiv
atio
n
m
o
d
el.
I
n
ter
v
en
tio
n
s
tu
d
ies
co
n
tr
ib
u
te
to
th
e
ad
v
an
ce
m
en
t
o
f
th
e
f
ield
b
y
p
r
o
v
id
in
g
in
s
ig
h
ts
in
to
th
e
ca
u
s
e
-
an
d
-
e
f
f
ec
t lin
k
s
b
et
wee
n
m
o
tiv
atio
n
c
o
m
p
o
n
en
ts
an
d
ed
u
ca
tio
n
al
o
u
tc
o
m
es,
o
r
b
etwe
en
ed
u
ca
tio
n
al
s
ettin
g
s
an
d
m
o
tiv
atio
n
o
u
tco
m
es
[5
3
]
.
Fro
m
a
p
r
ac
tica
l
s
tan
d
p
o
in
t,
in
ter
v
en
tio
n
s
tu
d
ies
in
cr
ea
s
e
o
u
r
u
n
d
er
s
tan
d
i
n
g
ab
o
u
t
wh
ich
i
n
ter
v
en
tio
n
s
ar
e
m
o
s
t
ef
f
ec
tiv
e
i
n
en
h
an
ci
n
g
ed
u
ca
tio
n
al
o
u
tc
o
m
es
in
a
way
th
at
o
b
s
er
v
atio
n
al
r
esear
c
h
ca
n
n
o
t
[5
4
]
.
0
2
4
6
8
10
12
14
16
18
I
n
st
r
u
c
t
i
o
n
a
l
d
e
si
g
n
Th
e
o
r
e
t
i
c
a
l
f
r
a
mew
o
r
k
M
e
a
su
r
e
m
e
n
t
t
o
o
l
N
u
mb
e
r
o
f
st
u
d
i
e
s
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t J E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
2
,
Ap
r
il
20
25
:
1
5
0
6
-
1
5
1
7
1512
3
.
2
.
1
.
Resea
rc
h desi
g
n
Do
cu
m
en
t
A
d
em
o
n
s
tr
ated
th
a
t th
e
ex
p
er
im
en
tal
o
r
q
u
asi
-
ex
p
er
im
en
tal
d
esig
n
m
eth
o
d
is
ex
ten
s
iv
ely
em
p
lo
y
ed
as
a
q
u
an
titativ
e
r
esear
ch
m
eth
o
d
.
I
n
ex
p
e
r
im
en
ta
l
d
esig
n
s
tu
d
ies,
p
ar
ticip
an
ts
wer
e
r
an
d
o
m
ized
to
co
n
d
itio
n
s
r
an
d
o
m
ly
,
b
u
t
in
q
u
asi
-
ex
p
er
im
en
tal
d
esig
n
r
esear
ch
,
r
an
d
o
m
n
ess
was
n
o
t
in
v
o
lv
ed
in
th
e
ass
ig
n
m
en
t
o
f
p
a
r
ticip
an
ts
to
co
n
d
itio
n
s
.
E
x
p
er
im
e
n
tal
an
d
q
u
asi
-
ex
p
e
r
im
en
tal
r
esear
ch
o
f
ten
in
v
o
lv
ed
o
n
e
g
r
o
u
p
th
at
tau
g
h
t
b
y
lear
n
in
g
m
ater
ials
o
r
class
r
o
o
m
in
s
tr
u
ctio
n
s
in
co
r
p
o
r
atin
g
AR
C
S
s
tr
ateg
ies
(
ex
p
er
im
e
n
tal
g
r
o
u
p
)
,
wh
ile
an
o
th
er
g
r
o
u
p
tau
g
h
t
b
y
m
ater
ials
o
r
in
s
tr
u
ctio
n
s
with
o
u
t
th
ese
s
tr
ateg
ie
s
(
co
n
tr
o
l
g
r
o
u
p
)
.
I
n
a
d
d
itio
n
,
th
e
r
esear
ch
er
s
em
p
lo
y
ed
p
r
e
-
an
d
p
o
s
t
-
test
ex
p
er
im
en
tal
d
esig
n
in
b
o
t
h
th
e
ex
p
er
im
en
tal
an
d
co
n
tr
o
l
g
r
o
u
p
s
[
2
2
]
.
T
h
is
in
v
o
lv
ed
co
m
p
ar
in
g
th
e
m
o
tiv
atio
n
a
n
d
/o
r
ac
h
i
ev
em
en
t
s
co
r
es
o
f
th
e
s
am
e
in
d
iv
id
u
als b
e
f
o
r
e
a
n
d
af
ter
th
e
i
n
ter
v
en
tio
n
to
id
e
n
tify
an
y
d
if
f
er
e
n
ce
s
in
th
ese
v
ar
iab
les.
So
m
e
s
tu
d
ies
also
d
esig
n
e
d
th
r
ee
o
r
m
o
r
e
g
r
o
u
p
s
to
f
u
r
th
er
d
ete
r
m
in
e
t
h
e
im
p
ac
t
o
f
d
if
f
er
e
n
t
v
ar
iab
les
o
n
m
ath
em
atics
m
o
tiv
atio
n
.
Sy
ah
p
u
tr
a
et
a
l.
[
2
9
]
u
tili
ze
d
an
in
s
tr
u
ctio
n
al
s
y
s
te
m
th
at
in
co
r
p
o
r
ated
th
e
AR
C
S
m
o
d
el
an
d
th
e
in
tr
o
d
u
cin
g
th
e
n
ew
co
n
ce
p
ts
,
m
etac
o
g
n
itiv
e
q
u
esti
o
n
in
g
,
p
r
ac
ti
cin
g
,
r
ev
iewin
g
an
d
r
ed
u
cin
g
d
if
f
icu
lties
,
o
b
tain
i
n
g
m
aster
y
,
v
er
i
f
icatio
n
,
an
d
en
r
ich
m
e
n
t
(
I
MPR
OVE
)
m
eth
o
d
to
en
h
an
ce
s
tu
d
en
ts
’
m
o
tiv
atio
n
an
d
u
tili
za
tio
n
o
f
s
elf
-
r
eg
u
lated
lear
n
in
g
(
SR
L
)
s
tr
ateg
ies
wh
ile
s
tu
d
y
in
g
tr
ig
o
n
o
m
etr
y
f
u
n
ctio
n
s
in
a
web
-
b
ased
lear
n
in
g
en
v
ir
o
n
m
e
n
t.
A
to
tal
o
f
2
3
6
f
ir
s
t
-
y
ea
r
p
ar
ticip
an
ts
f
r
o
m
two
C
h
in
ese
h
ig
h
s
ch
o
o
ls
wer
e
r
an
d
o
m
ly
ass
ig
n
ed
to
th
e
m
o
tiv
atio
n
al
d
esig
n
(
MD
)
,
SR
L
in
ter
v
en
tio
n
(
SI)
,
m
o
tiv
atio
n
al
d
esig
n
an
d
SR
L
in
ter
v
en
tio
n
(
MD
SI)
,
o
r
th
e
c
o
n
tr
o
l
g
r
o
u
p
s
.
So
m
e
s
tu
d
ies
em
p
lo
y
e
d
ca
s
e
s
tu
d
y
,
q
u
alitativ
e,
o
r
m
ix
ed
m
e
th
o
d
ap
p
r
o
ac
h
es.
T
h
e
o
b
jectiv
e
o
f
th
ese
in
v
esti
g
atio
n
s
was
to
g
et
a
m
o
r
e
p
r
o
f
o
u
n
d
co
m
p
r
eh
en
s
io
n
o
f
t
h
e
m
o
tiv
atin
g
ch
allen
g
es
th
at
s
tu
d
en
ts
f
ac
e
wh
en
s
tu
d
y
in
g
m
ath
e
m
atics.
Ad
d
itio
n
ally
,
th
e
s
tu
d
ies
aim
ed
to
ex
p
lo
r
e
t
h
e
p
r
ac
tical
ap
p
licatio
n
s
o
f
th
e
AR
C
S
m
o
d
el,
as
well
a
s
in
v
esti
g
ate
s
tu
d
en
ts
’
p
er
s
p
ec
tiv
es
an
d
attitu
d
es
to
war
d
s
m
ath
em
atics
ed
u
ca
tio
n
an
d
lear
n
in
g
r
eso
u
r
ce
s
.
T
h
e
u
s
e
o
f
c
as
e
s
tu
d
y
te
ch
n
iq
u
e
in
s
o
c
ia
l
s
ci
en
c
es
r
e
s
ea
r
ch
h
a
s
b
ee
n
a
s
u
b
j
ec
t
o
f
d
eb
at
e
d
u
e
to
th
e
d
if
f
e
r
in
g
an
d
s
o
m
e
ti
m
e
s
co
n
f
li
ct
in
g
ap
p
r
o
a
ch
e
s
ad
v
o
ca
te
d
b
y
v
ar
io
u
s
r
e
s
ea
r
ch
m
eth
o
d
o
lo
g
i
s
t
s
.
T
h
e
ca
s
e
s
t
u
d
y
i
s
a
co
m
m
o
n
ly
e
m
p
lo
y
ed
q
u
al
it
at
iv
e
r
e
s
ea
r
ch
m
e
th
o
d
o
lo
g
y
in
th
e
f
i
eld
o
f
ed
u
ca
ti
o
n
al
r
e
s
ea
r
ch
[5
5
]
.
T
o
en
h
an
ce
th
e
l
e
s
s
o
n
o
n
r
ec
o
g
n
iz
in
g
t
h
e
p
r
o
p
er
ty
o
f
t
h
e
s
am
p
le
m
ea
n
in
s
ta
ti
s
ti
ca
l
in
f
er
e
n
ce
o
f
t
h
e
s
am
p
l
in
g
d
i
s
t
r
ib
u
t
io
n
f
o
r
asp
i
r
in
g
m
a
th
em
at
ic
s
t
ea
c
h
er
s
in
an
in
tr
o
d
u
c
to
r
y
s
ta
ti
s
ti
c
s
co
u
r
s
e
,
a
c
a
s
e
s
tu
d
y
w
as
co
n
d
u
c
ted
in
wh
i
ch
an
ex
p
l
o
r
ato
r
y
l
es
s
o
n
th
at
in
t
eg
r
ate
d
Ke
ll
er
’
s
A
R
C
S
m
o
d
e
l
w
a
s
i
m
p
l
em
e
n
te
d
an
d
an
al
y
ze
d
[
3
5
]
.
W
h
eth
er
it
is
q
u
an
titativ
e
m
e
th
o
d
s
,
q
u
alitativ
e
m
eth
o
d
s
,
o
r
m
ix
ed
m
eth
o
d
s
,
all
h
av
e
p
r
o
m
o
ted
th
e
r
esear
ch
o
n
th
e
AR
C
S
m
o
tiv
a
tio
n
m
o
d
el
in
m
at
h
em
atics
ed
u
ca
tio
n
to
a
ce
r
tain
ex
ten
t.
T
h
e
r
esear
ch
er
s
in
th
e
ex
p
er
im
en
tal
an
d
q
u
asi
-
ex
p
e
r
im
en
tal
s
tu
d
ies
aim
ed
to
in
v
esti
g
ate
th
e
ca
u
s
al
co
n
n
e
ctio
n
b
etwe
en
th
e
u
tili
za
tio
n
o
f
th
e
AR
C
S
m
o
d
el
in
teac
h
in
g
an
d
th
e
m
o
tiv
atio
n
o
f
s
tu
d
en
ts
in
s
tu
d
y
in
g
m
ath
em
atics,
as
we
ll
as
th
eir
m
ath
em
atics
ac
h
iev
em
e
n
t
an
d
o
th
er
r
elate
d
ch
ar
ac
t
er
is
tics
.
T
h
ese
r
esear
ch
s
tu
d
ies
h
av
e
s
u
p
p
lie
d
ac
ad
em
ics
an
d
p
r
ac
titi
o
n
e
r
s
with
ev
id
en
ce
r
e
g
ar
d
in
g
th
e
ef
f
ec
tiv
en
ess
o
f
th
e
AR
C
S
m
o
d
el
in
en
h
an
cin
g
p
ar
ticip
an
ts
’
m
o
tiv
atio
n
an
d
ac
h
iev
em
en
t,
as
well
as
o
th
er
m
ea
s
u
r
es,
with
in
a
p
ar
ticu
lar
ed
u
ca
tio
n
al
s
ettin
g
.
Qu
alitativ
e,
m
ix
ed
m
eth
o
d
,
a
n
d
ca
s
e
s
tu
d
ies
ca
n
p
r
o
v
id
e
r
esear
ch
er
s
an
d
p
r
ac
titi
o
n
er
s
with
in
s
ig
h
ts
in
to
th
e
d
esig
n
p
r
o
ce
s
s
,
th
e
r
atio
n
ale
b
eh
in
d
ap
p
ly
in
g
AR
C
S
m
o
d
el
in
th
is
m
an
n
er
,
an
d
th
e
cr
iter
ia
f
o
r
s
elec
tin
g
s
p
ec
if
ic
AR
C
S st
r
ateg
ies.
Var
io
u
s
r
esear
ch
d
esig
n
s
ar
e
h
elp
f
u
l
in
ex
p
l
o
r
in
g
th
e
im
p
a
ct
o
f
th
e
AR
C
S
m
o
d
el
in
m
ath
em
atics
ed
u
ca
tio
n
.
Mo
s
t
r
esear
c
h
er
s
a
ttem
p
ted
to
ex
am
i
n
e
th
e
ca
u
s
a
l
r
elatio
n
s
h
ip
b
etwe
en
u
s
in
g
t
h
e
AR
C
S
m
o
d
el
in
teac
h
in
g
a
n
d
s
tu
d
e
n
ts
’
m
o
ti
v
a
tio
n
in
lear
n
in
g
m
ath
e
m
atics,
m
ath
em
atics
ac
h
iev
em
en
t,
an
d
/o
r
o
th
er
v
ar
iab
les
th
r
o
u
g
h
ex
p
er
im
e
n
tal
an
d
q
u
a
s
i
-
ex
p
er
im
en
tal
s
tu
d
ies.
I
n
ad
d
itio
n
,
s
o
m
e
r
esear
ch
er
s
f
u
r
th
er
u
s
ed
q
u
alitativ
e
m
eth
o
d
s
to
ex
p
lo
r
e
t
h
e
r
ea
s
o
n
s
an
d
p
r
o
ce
s
s
o
f
th
e
im
p
ac
t
o
f
th
e
AR
C
S
m
o
d
el
o
n
p
ar
ticip
an
ts
’
m
o
tiv
atio
n
to
lear
n
m
ath
em
atics.
3
.
2
.
2
.
M
ea
s
urem
ent
m
et
ho
ds
T
h
e
m
o
s
t
o
f
ten
m
ea
s
u
r
e
d
o
u
tco
m
e
v
ar
iab
les
i
n
th
e
e
v
alu
ated
r
esear
ch
wer
e
m
o
tiv
atio
n
i
n
m
ath
em
atics
lear
n
in
g
an
d
m
a
th
em
atics
ac
h
iev
em
en
t.
Sin
ce
m
o
tiv
atio
n
ca
n
n
o
t
b
e
d
ir
ec
tl
y
o
b
s
er
v
ed
,
it
was
alwa
y
s
m
ea
s
u
r
ed
in
d
ir
ec
tly
.
T
h
er
ef
o
r
e,
in
AR
C
S
m
o
tiv
atio
n
s
u
r
v
ey
s
,
q
u
esti
o
n
n
air
es
a
n
d
in
ter
v
iews
wer
e
co
m
m
o
n
l
y
u
s
ed
.
T
h
e
AR
C
S
m
o
d
el
ap
p
licatio
n
s
tu
d
ies
u
til
ized
th
e
C
I
S
[
14
]
a
n
d
th
e
I
M
MS
[
14
]
d
esig
n
ed
s
p
ec
if
ically
f
o
r
th
e
AR
C
S
m
o
d
el
to
ass
es
s
p
ar
ticip
an
ts
’
m
o
tiv
atio
n
in
lear
n
in
g
m
ath
em
at
ics
f
r
eq
u
en
tly
.
T
h
e
q
u
esti
o
n
n
air
es
u
s
ed
in
b
o
t
h
s
u
r
v
ey
s
ar
e
s
p
ec
if
ically
c
o
n
s
tr
u
cted
b
ased
o
n
th
e
f
o
u
r
d
i
m
en
s
io
n
s
o
f
AR
C
S
m
o
d
el.
T
h
e
m
ain
d
if
f
e
r
en
ce
b
etwe
en
C
I
S
an
d
I
MM
S
lies
in
th
eir
r
esp
ec
tiv
e
i
n
s
tr
u
ctio
n
al
ap
p
r
o
ac
h
es.
C
I
S
is
s
p
ec
if
ically
d
esig
n
ed
f
o
r
teac
h
er
-
led
class
r
o
o
m
s
,
wh
er
ea
s
I
MM
S
is
p
r
im
ar
ily
in
ten
d
e
d
f
o
r
s
elf
-
d
i
r
ec
ted
lear
n
in
g
[
1
5
]
.
Ou
t
o
f
th
e
26
-
r
esear
ch
an
aly
ze
d
in
th
is
r
ev
iew,
s
ix
u
tili
ze
d
th
e
I
MM
S
o
r
it
s
m
o
d
if
ied
v
er
s
io
n
,
wh
ile
4
em
p
lo
y
ed
th
e
C
I
S
o
r
its
m
o
d
if
ied
v
er
s
io
n
to
ass
es
s
s
tu
d
en
ts
’
m
o
tiv
atio
n
in
r
elatio
n
to
th
e
AR
C
S
co
m
p
o
n
en
ts
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
A
tten
tio
n
,
r
elev
a
n
ce
,
c
o
n
fid
en
ce
,
a
n
d
s
a
tis
fa
ctio
n
mo
tiva
tio
n
mo
d
el
in
ma
th
ema
tics
…
(
He
Men
g
ya
o
)
1513
So
m
e
r
esear
ch
er
s
d
esig
n
ed
q
u
esti
o
n
n
air
es
b
ased
o
n
AR
C
S
m
o
tiv
atio
n
m
o
d
el
b
y
th
em
s
elv
es
[
2
4
]
.
I
n
s
o
m
e
q
u
alitativ
e
s
tu
d
ies
an
d
m
ix
ed
s
tu
d
ies,
r
esear
ch
e
r
s
u
s
ed
in
ter
v
iews
to
ex
p
lo
r
e
th
e
r
ea
s
o
n
s
an
d
p
r
o
ce
s
s
o
f
th
e
im
p
ac
t
o
f
th
e
AR
C
S
m
o
d
el
o
n
p
ar
ticip
an
ts
’
m
o
tiv
atio
n
i
n
lear
n
in
g
m
ath
em
atics
[
2
6
]
,
[
3
9
]
.
T
ea
ch
e
r
s
’
an
d
r
esear
ch
er
s
’
o
b
s
er
v
atio
n
s
was a
ls
o
u
s
ed
to
m
ak
e
s
u
r
e
th
e
ap
p
licatio
n
o
f
AR
C
S
in
th
e
class
r
o
o
m
a
n
d
s
er
v
ed
as
th
e
in
p
u
t
to
th
e
m
o
tiv
atio
n
al
ad
ap
tiv
e
in
s
tr
u
ctio
n
f
o
r
th
e
ex
p
er
im
e
n
tal
g
r
o
u
p
[
2
]
.
T
h
e
r
ev
iewe
d
a
r
ticles
ty
p
ically
u
s
ed
i
n
s
tr
u
cto
r
-
d
esig
n
ed
test
s
o
r
ex
am
in
atio
n
s
t
o
ev
alu
ate
s
tu
d
en
ts
’
m
ath
e
m
atics
ac
h
iev
em
en
t.
T
h
er
e
wer
e
1
1
o
u
t
o
f
2
6
s
tu
d
i
es
co
n
d
u
cte
d
m
ath
e
m
atics
ac
h
iev
em
en
t
test
in
th
is
r
ev
iew.
So
m
e
s
tu
d
ies
u
s
ed
p
r
e
-
an
d
p
o
s
t
-
test
to
ex
am
i
n
e
t
h
e
ac
h
iev
em
e
n
t in
cr
ea
s
e
b
ef
o
r
e
an
d
af
ter
th
e
m
o
tiv
atio
n
al
in
ter
v
en
tio
n
[
2
1
]
.
Fig
u
r
e
6
.
R
esear
ch
m
eth
o
d
o
f
s
tu
d
ies
3
.
3
.
Wha
t
a
re
t
he
re
po
rt
ed
o
utc
o
m
es
f
o
llo
wing
t
he
a
pp
lica
t
io
n
o
f
t
he
ARCS
m
o
del
in
m
a
t
hema
t
ics
educa
t
io
n
?
T
h
r
ee
t
y
p
es
o
f
lear
n
in
g
o
u
tco
m
es
wer
e
i
d
en
tifie
d
ac
co
r
d
in
g
t
o
th
e
lear
n
in
g
o
u
tc
o
m
es
o
f
t
h
e
r
ev
iewe
d
s
tu
d
ies
,
as
p
r
esen
ted
in
F
ig
u
r
e
7
:
af
f
ec
tiv
e
o
u
tco
m
es
(
2
5
o
f
2
6
s
tu
d
ies),
co
g
n
itiv
e
o
u
tco
m
es
(
1
4
o
f
2
6
s
tu
d
ies),
s
o
cial
o
u
tco
m
es
(
1
o
f
2
6
s
tu
d
ies).
Af
f
ec
tiv
e
o
u
tco
m
es
en
c
o
m
p
ass
v
ar
i
o
u
s
f
ac
to
r
s
,
i
n
clu
d
in
g
s
tu
d
en
ts
’
m
o
tiv
atio
n
,
em
o
tio
n
al
r
esp
o
n
s
es,
s
u
b
jectiv
e
attitu
d
es
to
war
d
s
th
e
co
u
r
s
e,
an
d
s
u
s
tain
ed
m
o
tiv
atio
n
.
Af
f
ec
tiv
e
o
u
tco
m
es we
r
e
th
e
m
o
s
t sig
n
if
ican
t r
esu
lt th
at
r
esear
ch
er
s
in
th
e
AR
C
S li
ter
atu
r
e
h
av
e
d
o
c
u
m
en
ted
.
Stu
d
en
ts
’
p
er
f
o
r
m
an
ce
in
test
s
an
d
th
in
k
in
g
o
u
tco
m
es
wer
e
th
e
m
ain
co
g
n
itiv
e
o
u
tco
m
e
s
r
ep
o
r
ted
in
th
ese
ar
ticles.
C
o
m
m
u
n
icatio
n
s
k
ills
an
d
c
o
llab
o
r
atio
n
a
b
ilit
ies
ar
e
co
m
m
o
n
ly
r
ef
e
r
r
ed
to
as
s
o
cial
o
u
tc
o
m
es.
C
o
llab
o
r
ativ
e
lear
n
i
n
g
f
ac
ilit
ates
a
p
r
o
f
o
u
n
d
co
m
p
r
eh
en
s
io
n
o
f
s
u
b
ject
m
atter
,
lead
in
g
t
o
en
h
an
ce
d
ac
ad
em
i
c
p
er
f
o
r
m
an
ce
am
o
n
g
s
tu
d
en
ts
in
co
m
p
a
r
is
o
n
to
c
o
m
p
etitiv
e
o
r
in
d
iv
id
u
al
lear
n
in
g
ap
p
r
o
ac
h
es
[5
6
]
.
Fig
u
r
e
7
.
L
ea
r
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in
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o
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ies
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t
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
2
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I
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R
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14
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il
20
25
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1
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7
1514
3
.
3
.
1
.
Af
f
ec
t
iv
e
o
utc
o
m
es
I
n
th
is
r
ev
iew,
th
e
af
f
ec
tiv
e
o
u
tco
m
es
o
f
m
o
s
t
s
tu
d
ies
wer
e
p
o
s
itiv
e.
T
h
e
p
ar
ticip
an
ts
’
m
o
tiv
atio
n
,
attitu
d
es
an
d
in
ter
est
in
lear
n
i
n
g
m
ath
e
m
atics
wer
e
im
p
r
o
v
ed
af
ter
t
h
e
AR
C
S
in
ter
v
en
tio
n
o
r
at
least
o
n
e
o
f
th
e
f
o
u
r
AR
C
S
co
m
p
o
n
en
ts
was
im
p
r
o
v
ed
.
Or
th
e
ex
p
er
i
m
en
tal
g
r
o
u
p
s
h
o
wed
h
ig
h
er
m
o
tiv
atio
n
th
an
th
e
co
n
tr
o
l
g
r
o
u
p
.
Fo
r
ex
am
p
le,
t
h
e
v
ir
tu
al
r
ea
lity
h
as
th
e
ef
f
ec
t
o
f
im
p
r
o
v
i
n
g
s
tu
d
e
n
ts
’
lear
n
in
g
m
o
tiv
atio
n
an
d
lear
n
in
g
ef
f
ec
tiv
e
n
ess
in
th
e
d
ig
ital
teac
h
in
g
o
f
m
ath
em
atics
[
2
4
]
.
Usi
n
g
d
i
g
ital
g
am
e
-
b
ase
d
lear
n
in
g
with
th
e
d
iag
n
o
s
tic
m
ec
h
an
is
m
(
ex
p
er
i
m
en
tal
g
r
o
u
p
)
is
b
etter
th
an
with
o
u
t
th
e
d
iag
n
o
s
tic
m
ec
h
a
n
is
m
(
co
n
tr
o
l
g
r
o
u
p
)
[
2
3
]
.
Ho
wev
er
,
th
e
r
esu
lts
o
f
t
wo
s
tu
d
ies
wer
e
n
o
t
p
o
s
itiv
e
i
n
th
is
r
e
v
iew
.
T
h
e
m
o
tiv
atio
n
o
f
th
e
p
a
r
ticip
an
ts
was
n
o
t
im
p
r
o
v
e
d
,
o
r
th
e
m
o
t
iv
atio
n
was
n
o
t
h
ig
h
er
th
a
n
th
e
co
n
tr
o
l
g
r
o
u
p
[
2
]
,
[
3
1
]
.
T
h
e
y
b
o
th
p
o
in
ted
th
a
t
m
o
tiv
atio
n
an
d
m
ath
em
atics p
er
f
o
r
m
a
n
ce
wer
e
n
o
t stro
n
g
l
y
co
r
r
elate
d
f
o
r
th
is
g
r
o
u
p
o
f
s
tu
d
en
ts
.
3
.
3
.
2
.
Co
g
nitiv
e
o
utc
o
m
es
T
h
er
e
wer
e
also
two
g
r
o
u
p
s
o
f
s
tu
d
ies r
ep
o
r
ted
eith
er
h
ig
h
e
r
/in
cr
ea
s
ed
ac
h
iev
em
en
t o
r
n
o
s
ig
n
if
ican
t
d
if
f
er
en
ce
i
n
ac
h
iev
em
e
n
t
lik
e
th
e
af
f
ec
tiv
e
o
u
tco
m
es.
On
ly
o
n
e
s
tu
d
y
s
h
o
wed
th
a
t
th
e
m
ath
em
atics
p
er
f
o
r
m
an
ce
was
n
o
t
s
tr
o
n
g
l
y
co
r
r
elate
d
f
o
r
th
is
ex
p
er
im
en
tal
g
r
o
u
p
s
tu
d
e
n
ts
[
2
]
.
T
h
e
e
f
f
ec
tiv
en
ess
o
f
s
o
m
e
AR
C
S
s
tr
ateg
ies
th
at
th
e
r
esear
ch
er
s
s
elec
ted
m
ig
h
t
b
e
n
eg
ativ
e
u
n
d
e
r
ce
r
tain
co
n
d
itio
n
s
.
Oth
er
s
tu
d
ies
all
g
o
t
th
e
r
esu
lt
th
at
t
h
e
AR
C
S
ex
p
er
im
en
tal
g
r
o
u
p
h
a
d
h
ig
h
e
r
ac
h
ie
v
em
en
t
a
n
d
b
etter
m
ath
em
atics
p
er
f
o
r
m
an
ce
in
th
e
m
ath
em
ati
cs
test
s
th
an
th
e
co
n
tr
o
l
g
r
o
u
p
o
r
th
e
test
ex
p
er
im
e
n
tal
g
r
o
u
p
s
tu
d
en
ts
,
o
r
t
h
e
s
tu
d
en
ts
’
m
ath
em
atics
p
e
r
f
o
r
m
an
ce
was
im
p
r
o
v
e
d
a
f
ter
th
e
in
ter
v
e
n
tio
n
.
T
h
e
co
m
p
u
ter
-
g
am
e
ac
tiv
ities
h
ad
a
p
o
s
itiv
e
ef
f
ec
t
o
n
th
e
m
ath
e
m
atics
ac
h
iev
em
en
ts
o
f
th
e
s
tu
d
en
ts
[
1
]
.
T
h
er
e
f
o
r
e,
th
ese
au
th
o
r
s
u
r
g
ed
m
o
r
e
in
v
esti
g
atio
n
to
ca
r
r
y
o
u
t in
o
r
d
er
to
s
tu
d
y
th
e
im
p
ac
ts
o
f
th
e
AR
C
S m
o
d
el
in
v
ar
i
o
u
s
co
n
te
x
ts
.
3
.
3
.
3
.
So
cia
l o
utc
o
m
es
On
ly
o
n
e
s
tu
d
y
i
n
th
is
r
e
v
iew
g
o
t
th
e
s
o
cial
o
u
tc
o
m
e
wh
ic
h
in
ter
v
iewe
d
th
e
p
ar
ticip
an
ts
wh
o
wer
e
tau
g
h
t
b
y
t
h
e
ed
u
ca
tio
n
al
in
te
r
v
en
tio
n
in
m
ath
em
atics
teac
h
in
g
th
at
u
s
es
g
am
es
an
d
tec
h
n
o
lo
g
y
to
o
ls
[
2
6
]
.
T
h
ese
p
ar
ticip
an
ts
v
iewe
d
c
o
llab
o
r
ativ
e
wo
r
k
was
o
n
e
o
f
th
e
m
o
s
t
p
o
s
itiv
e
asp
ec
ts
to
im
p
r
o
v
e
t
h
eir
m
o
tiv
atio
n
.
I
t
ca
n
b
e
s
ee
n
th
at
team
wo
r
k
in
m
ath
em
atic
s
lear
n
in
g
is
also
an
ef
f
ec
ti
v
e
way
to
p
r
o
m
o
te
s
tu
d
en
ts
’
m
o
tiv
atio
n
in
lear
n
in
g
m
ath
e
m
atics.
R
esear
ch
er
s
ca
n
co
n
s
id
er
m
ak
in
g
m
o
r
e
u
s
e
o
f
team
wo
r
k
b
ased
o
n
AR
C
S m
o
d
el
to
im
p
r
o
v
e
s
tu
d
en
ts
’
m
o
tiv
atio
n
in
lear
n
in
g
m
ath
em
atics.
T
h
e
r
ev
iew
r
esu
lts
o
f
th
e
s
tu
d
ies
o
u
tco
m
es
s
h
o
wed
th
at
m
ath
em
atics
m
o
tiv
atio
n
an
d
m
ath
em
atics
ac
h
iev
em
en
t
wer
e
th
e
m
ain
p
ar
ts
th
at
r
elev
an
t
s
tu
d
ies
p
a
y
atten
tio
n
to
.
T
h
is
m
ay
b
e
d
u
e
to
th
e
f
ac
t
th
at
m
ath
em
atics
m
o
tiv
atio
n
a
n
d
m
ath
em
atics
ac
h
iev
em
en
t
a
r
e
th
e
two
m
o
s
t
in
f
lu
en
tial
asp
ec
ts
o
f
s
tu
d
en
ts
lear
n
in
g
m
ath
em
atics.
B
esid
es,
th
e
r
esu
lts
a
ls
o
f
o
u
n
d
th
at
team
wo
r
k
also
h
ad
a
p
o
s
itiv
e
im
p
ac
t
o
n
s
tu
d
en
ts
’
lear
n
in
g
o
f
m
ath
em
atics,
wh
ic
h
en
co
u
r
ag
es sch
o
lar
s
to
c
o
n
s
id
er
th
is
asp
ec
t in
f
u
t
u
r
e
r
esear
ch
.
Desp
ite
th
e
v
alu
ab
le
in
s
ig
h
ts
th
is
r
ev
iew
p
r
o
v
i
d
es,
s
ev
er
a
l
lim
itatio
n
s
s
h
o
u
ld
b
e
ac
k
n
o
wled
g
ed
.
Fi
r
s
t,
th
e
g
eo
g
r
ap
h
ical
s
co
p
e
o
f
th
e
r
e
v
iewe
d
s
tu
d
ies
r
em
ai
n
s
lim
ited
,
with
a
n
o
tab
le
u
n
d
er
r
ep
r
esen
tatio
n
o
f
E
u
r
o
p
ea
n
co
u
n
tr
ies,
th
u
s
r
est
r
ictin
g
th
e
u
n
d
er
s
tan
d
i
n
g
o
f
h
o
w
th
e
AR
C
S
m
o
d
el
f
u
n
cti
o
n
s
ac
r
o
s
s
d
iv
er
s
e
ed
u
ca
tio
n
al
co
n
te
x
ts
.
Seco
n
d
,
th
e
r
esear
ch
tim
elin
e
r
ev
ea
ls
a
d
ec
lin
e
in
th
e
n
u
m
b
er
o
f
s
tu
d
ies
p
u
b
lis
h
ed
in
r
ec
en
t
y
ea
r
s
,
wh
ich
m
ay
s
u
g
g
est
a
r
ed
u
ce
d
f
o
c
u
s
o
n
th
e
AR
C
S
m
o
d
el
in
cu
r
r
en
t
m
at
h
em
atics
ed
u
ca
tio
n
r
esear
ch
.
T
h
is
g
a
p
h
ig
h
lig
h
ts
th
e
n
ee
d
f
o
r
r
en
ewe
d
atten
tio
n
to
th
e
m
o
d
el'
s
ap
p
licatio
n
.
T
h
ir
d
,
th
e
ex
is
tin
g
liter
atu
r
e
h
as
p
r
ed
o
m
in
an
tly
u
tili
ze
d
q
u
a
n
titativ
e
m
eth
o
d
s
,
with
f
ewe
r
s
tu
d
ies
ex
p
lo
r
in
g
th
e
AR
C
S
m
o
d
el
th
r
o
u
g
h
m
i
x
ed
o
r
q
u
alitativ
e
ap
p
r
o
ac
h
es,
lim
itin
g
th
e
b
r
ea
d
th
o
f
in
s
ig
h
ts
in
to
s
tu
d
en
ts
’
m
o
tiv
atio
n
al
ex
p
er
ien
ce
s
in
v
ar
io
u
s
lear
n
i
n
g
en
v
ir
o
n
m
en
ts
.
Ad
d
r
ess
in
g
th
ese
lim
itatio
n
s
will
g
u
id
e
f
u
tu
r
e
r
esear
ch
an
d
co
n
tr
ib
u
te
to
a
m
o
r
e
co
m
p
r
eh
e
n
s
iv
e
u
n
d
er
s
tan
d
in
g
o
f
th
e
AR
C
S m
o
d
el
in
m
ath
em
atics e
d
u
ca
tio
n
.
4.
CO
NCLU
SI
O
N
T
h
is
r
ev
iew
s
tu
d
y
h
ig
h
lig
h
t
ed
th
e
p
r
o
s
p
ec
tiv
e
p
at
h
s
th
at
th
is
ar
ea
o
f
r
esear
ch
s
h
o
u
ld
p
u
r
s
u
e.
Acc
o
r
d
in
g
to
th
e
f
in
d
in
g
s
o
f
t
h
e
r
o
le
o
f
th
e
AR
C
S
m
o
d
el,
t
h
e
r
esear
ch
e
r
s
ca
n
tak
e
u
s
e
o
f
th
e
AR
C
S
m
o
d
el
t
o
s
tu
d
y
m
o
ti
v
atio
n
i
n
m
at
h
em
a
tics
ed
u
ca
tio
n
i
n
m
u
ltip
le
r
o
les
at
th
e
s
am
e
tim
e.
T
h
is
s
tu
d
y
ca
n
p
r
o
v
i
d
e
th
e
r
esear
ch
er
s
ev
id
en
ce
to
s
et
ed
u
ca
tio
n
al
en
v
ir
o
n
m
en
ts
,
ch
o
o
s
e
s
u
itab
le
m
eth
o
d
s
an
d
d
esig
n
an
d
d
ev
el
o
p
AR
S
C
s
tr
ateg
ie
s
.
T
h
e
AR
C
S
m
o
d
el
s
ee
m
s
to
o
f
f
er
v
alu
a
b
le
s
u
p
p
o
r
t
to
d
esig
n
er
s
an
d
e
d
u
ca
to
r
s
,
p
ar
ticu
lar
ly
in
co
n
t
r
o
lled
s
tu
d
ies
ex
am
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cr
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tu
r
es
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d
ar
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s
o
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f
icac
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.
R
esear
ch
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s
ar
e
ab
le
to
d
esig
n
AR
C
S
s
tr
ateg
ies
u
s
in
g
th
o
s
e
p
r
in
cip
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d
e
v
alu
ate
th
ei
r
im
p
ac
t
th
r
o
u
g
h
e
x
p
er
im
en
tati
o
n
.
I
n
g
en
e
r
al,
th
e
s
tu
d
en
ts
ex
h
ib
ited
f
av
o
r
ab
le
d
is
p
o
s
itio
n
s
to
war
d
s
th
e
AR
C
S
s
tr
ateg
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s
an
d
th
e
m
ath
em
atics
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n
in
g
m
ater
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th
at
in
co
r
p
o
r
ated
th
o
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e
s
tr
ateg
ies.
B
ased
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n
th
e
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s
m
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in
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h
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d
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th
at
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t
o
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s
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to
ac
co
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t
wh
en
p
lan
n
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a
n
d
s
tr
u
ctu
r
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tu
r
e
r
elev
an
t
s
tu
d
ies
:
i
)
e
x
ten
d
r
esear
ch
to
ad
d
itio
n
al
E
u
r
o
p
e
an
co
u
n
tr
ies
to
p
r
o
m
o
te
th
e
ap
p
licatio
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o
f
th
e
AR
C
S
m
o
d
el
in
m
ath
em
atics
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t J E
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al
&
R
es E
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SS
N:
2252
-
8
8
2
2
A
tten
tio
n
,
r
elev
a
n
ce
,
c
o
n
fid
en
ce
,
a
n
d
s
a
tis
fa
ctio
n
mo
tiva
tio
n
mo
d
el
in
ma
th
ema
tics
…
(
He
Men
g
ya
o
)
1515
ed
u
ca
tio
n
r
esear
c
h
with
in
th
ese
p
o
p
u
latio
n
s
;
ii
)
d
esp
ite
a
r
ec
en
t
d
ec
lin
e
in
r
esear
ch
,
d
u
e
t
o
th
e
s
ig
n
if
ican
ce
o
f
m
o
tiv
atio
n
in
m
at
h
em
atics
le
ar
n
in
g
an
d
th
e
ad
v
a
n
tag
es
o
f
th
e
AR
C
S
m
o
d
el,
m
o
r
e
s
ch
o
lar
s
ar
e
u
r
g
e
d
t
o
in
v
esti
g
ate
th
e
AR
C
S
m
o
tiv
a
tio
n
m
o
d
el
in
m
ath
e
m
atics
e
d
u
ca
tio
n
;
iii
)
p
r
o
m
o
te
th
e
im
p
lem
en
tatio
n
o
f
th
e
AR
C
S
m
o
d
el
in
d
iv
er
s
e
m
ath
em
atics
lear
n
in
g
e
n
v
ir
o
n
m
en
t
s
,
o
f
f
er
in
g
s
tu
d
e
n
ts
m
o
r
e
o
p
p
o
r
tu
n
ities
to
en
h
an
ce
th
eir
m
ath
em
atics
lear
n
in
g
ex
p
er
ien
ce
;
iv
)
p
r
o
p
o
s
e
th
e
in
teg
r
atio
n
o
f
th
e
AR
C
S
m
o
d
el
in
to
v
ar
io
u
s
p
ed
ag
o
g
ies,
wh
ich
will
b
r
i
n
g
b
en
ef
its
to
th
e
f
ield
o
f
teac
h
in
g
an
d
lear
n
in
g
in
m
ath
em
at
ics
ed
u
ca
tio
n
;
an
d
v
)
a
d
v
o
ca
te
f
o
r
th
e
in
teg
r
atio
n
o
f
th
e
AR
C
S
m
o
d
el
with
o
th
er
th
eo
r
etica
l
f
r
am
ewo
r
k
s
to
an
aly
ze
d
ata
o
r
r
esear
ch
in
s
tr
u
ctio
n
s
.
C
o
llectiv
ely
,
th
ese
r
ec
o
m
m
en
d
atio
n
s
f
o
r
f
u
tu
r
e
in
v
esti
g
atio
n
will
en
h
an
ce
o
u
r
co
m
p
r
eh
e
n
s
io
n
o
f
th
e
AR
C
S
m
o
d
el
in
a
b
r
o
ad
e
r
ar
r
ay
o
f
d
em
o
g
r
ap
h
ics
an
d
s
ettin
g
s
with
in
m
ath
em
atics
ed
u
ca
tio
n
.
RE
F
E
R
E
NC
E
S
[
1
]
H
.
K
a
r
a
k
i
s,
A
.
K
a
r
a
me
t
e
,
a
n
d
A
.
O
k
ç
u
,
“
Th
e
e
f
f
e
c
t
s
o
f
a
c
o
m
p
u
t
e
r
-
a
ssi
s
t
e
d
t
e
a
c
h
i
n
g
m
a
t
e
r
i
a
l
,
d
e
s
i
g
n
e
d
a
c
c
o
r
d
i
n
g
t
o
t
h
e
A
S
S
U
R
E
i
n
s
t
r
u
c
t
i
o
n
a
l
d
e
si
g
n
a
n
d
t
h
e
A
R
C
S
mo
d
e
l
o
f
mo
t
i
v
a
t
i
o
n
,
o
n
s
t
u
d
e
n
t
s’
a
c
h
i
e
v
e
m
e
n
t
l
e
v
e
l
s
i
n
a
ma
t
h
e
ma
t
i
c
s
l
e
ss
o
n
a
n
d
t
h
e
i
r
r
e
su
l
t
i
n
g
a
t
t
i
t
u
d
e
s
,
”
Eu
r
o
p
e
a
n
J
o
u
rn
a
l
o
f
C
o
n
t
e
m
p
o
ra
r
y
E
d
u
c
a
t
i
o
n
,
v
o
l
.
1
5
,
n
o
.
1
,
p
p
.
1
0
5
–
1
1
3
,
M
a
r
.
2
0
1
6
,
d
o
i
:
1
0
.
1
3
1
8
7
/
e
j
c
e
d
.
2
0
1
6
.
1
5
.
1
0
5
.
[
2
]
S
.
L.
W
o
n
g
a
n
d
S
.
L.
W
o
n
g
,
“
Ef
f
e
c
t
s
o
f
mo
t
i
v
a
t
i
o
n
a
l
a
d
a
p
t
i
v
e
i
n
s
t
r
u
c
t
i
o
n
o
n
st
u
d
e
n
t
m
o
t
i
v
a
t
i
o
n
t
o
w
a
r
d
s
mat
h
e
m
a
t
i
c
s
i
n
a
t
e
c
h
n
o
l
o
g
y
-
e
n
h
a
n
c
e
d
l
e
a
r
n
i
n
g
c
l
a
ssr
o
o
m
,
”
C
o
n
t
e
m
p
o
r
a
ry
Ed
u
c
a
t
i
o
n
a
l
T
e
c
h
n
o
l
o
g
y
,
v
o
l
.
1
3
,
n
o
.
4
,
p
.
e
p
3
2
6
,
A
u
g
.
2
0
2
1
,
d
o
i
:
1
0
.
3
0
9
3
5
/
c
e
d
t
e
c
h
/
1
1
1
9
9
.
[
3
]
B
.
N
i
n
g
,
“
D
i
s
c
i
p
l
i
n
e
,
mo
t
i
v
a
t
i
o
n
,
a
n
d
a
c
h
i
e
v
e
me
n
t
i
n
m
a
t
h
e
m
a
t
i
c
s
l
e
a
r
n
i
n
g
:
a
n
e
x
p
l
o
r
a
t
i
o
n
i
n
S
h
a
n
g
h
a
i
,
”
S
c
h
o
o
l
Ps
y
c
h
o
l
o
g
y
I
n
t
e
r
n
a
t
i
o
n
a
l
,
v
o
l
.
4
1
,
n
o
.
6
,
p
p
.
5
9
5
–
6
1
1
,
D
e
c
.
2
0
2
0
,
d
o
i
:
1
0
.
1
1
7
7
/
0
1
4
3
0
3
4
3
2
0
9
6
1
4
6
5
.
[
4
]
A
.
A
.
N
.
F
u
q
o
h
a
,
B
u
d
i
y
o
n
o
,
a
n
d
D
.
I
n
d
r
i
a
t
i
,
“
M
o
t
i
v
a
t
i
o
n
i
n
m
a
t
h
e
m
a
t
i
c
s
l
e
a
r
n
i
n
g
,
”
P
a
n
c
a
ra
n
Pe
n
d
i
d
i
k
a
n
,
v
o
l
.
7
,
n
o
.
1
,
p
p
.
2
0
2
–
2
0
9
,
F
e
b
.
2
0
1
8
,
d
o
i
:
1
0
.
2
5
0
3
7
/
p
a
n
c
a
r
a
n
.
v
7
i
1
.
1
5
1
.
[
5
]
I
.
A
r
r
o
y
o
,
B
.
P
.
W
o
o
l
f
,
W
.
B
u
r
e
l
s
o
n
,
K
.
M
u
l
d
n
e
r
,
D
.
R
a
i
,
a
n
d
M
.
T
a
i
,
“
A
mu
l
t
i
me
d
i
a
a
d
a
p
t
i
v
e
t
u
t
o
r
i
n
g
s
y
st
e
m
f
o
r
ma
t
h
e
ma
t
i
c
s
t
h
a
t
a
d
d
r
e
sses
c
o
g
n
i
t
i
o
n
,
m
e
t
a
c
o
g
n
i
t
i
o
n
a
n
d
a
f
f
e
c
t
,
”
I
n
t
e
rn
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
Art
i
f
i
c
i
a
l
I
n
t
e
l
l
i
g
e
n
c
e
i
n
Ed
u
c
a
t
i
o
n
,
v
o
l
.
2
4
,
n
o
.
4
,
p
p
.
3
8
7
–
4
2
6
,
D
e
c
.
2
0
1
4
,
d
o
i
:
1
0
.
1
0
0
7
/
s4
0
5
9
3
-
014
-
0
0
2
3
-
y.
[
6
]
S
.
S
c
h
u
k
a
j
l
o
w
,
K
.
R
a
k
o
c
z
y
,
a
n
d
R
.
P
e
k
r
u
n
,
“
E
m
o
t
i
o
n
s
a
n
d
m
o
t
i
v
a
t
i
o
n
i
n
m
a
t
h
e
m
a
t
i
c
s
e
d
u
c
a
t
i
o
n
:
t
h
e
o
r
e
t
i
c
a
l
c
o
n
s
i
d
e
r
a
t
i
o
n
s
a
n
d
e
m
p
i
r
i
c
a
l
c
o
n
t
r
i
b
u
t
i
o
n
s
,
”
Z
D
M
-
M
a
t
h
e
m
a
t
i
c
s
E
d
u
c
a
t
i
o
n
,
v
o
l
.
4
9
,
n
o
.
3
,
p
p
.
3
0
7
–
3
2
2
,
J
u
n
.
2
0
1
7
,
d
o
i
:
1
0
.
1
0
0
7
/
s
1
1
8
5
8
-
017
-
0
8
6
4
-
6.
[
7
]
L.
M
a
a
n
d
C
.
S
.
L
e
e
,
“
E
v
a
l
u
a
t
i
n
g
t
h
e
e
f
f
e
c
t
i
v
e
n
e
ss
o
f
b
l
e
n
d
e
d
l
e
a
r
n
i
n
g
u
si
n
g
t
h
e
A
R
C
S
m
o
d
e
l
,
”
J
o
u
rn
a
l
o
f
C
o
m
p
u
t
e
r
Ass
i
st
e
d
L
e
a
r
n
i
n
g
,
v
o
l
.
3
7
,
n
o
.
5
,
p
p
.
1
3
9
7
–
1
4
0
8
,
O
c
t
.
2
0
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,
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o
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:
1
0
.
1
1
1
1
/
j
c
a
l
.
1
2
5
7
9
.
[
8
]
J.
M
.
K
e
l
l
e
r
,
“
D
e
v
e
l
o
p
m
e
n
t
a
n
d
u
se
o
f
t
h
e
A
R
C
S
m
o
d
e
l
o
f
i
n
st
r
u
c
t
i
o
n
a
l
d
e
si
g
n
,
”
J
o
u
rn
a
l
o
f
I
n
st
r
u
c
t
i
o
n
a
l
D
e
v
e
l
o
p
m
e
n
t
,
v
o
l
.
1
0
,
n
o
.
3
,
p
p
.
2
–
1
0
,
S
e
p
.
1
9
8
7
,
d
o
i
:
1
0
.
1
0
0
7
/
B
F
0
2
9
0
5
7
8
0
.
[
9
]
A
.
K
h
a
k
p
o
u
r
,
S
.
F
r
a
n
k
e
,
S
.
G
o
r
t
s
c
h
a
k
o
w
,
D
.
U
h
r
l
a
n
d
t
,
R
.
M
e
t
h
l
i
n
g
,
a
n
d
K
.
D
.
W
e
l
t
m
a
n
n
,
“
A
n
i
m
p
r
o
v
e
d
a
r
c
m
o
d
e
l
b
a
s
e
d
o
n
t
h
e
a
r
c
d
i
a
m
e
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