This reflective paper portrays my personal-lived experiences via autoethnography (as a method of inquiry); Ethnodrama and narrative (as representational methods); and transformative learning theory (as a theoretical referent). Emphasis on textbook, realization, and obligation were/are the characteristics regarding my transformative journey from a textbook problem-solving mathematics student to being a contextualized mathematics teacher. As a student, the lure of scoring marks led me towards the path of solving as many textbook problems (as possible) with the only goal to perform well in examination. While on the verge of entering the teaching profession; reflecting back to school days, made me think about the question: “Do I desire to give my prospective students (mathematics education) in the same contexts or in the same manner that I experienced during my school days?” Immediately, each time both my heart and mind used to answer, “Not really, No!” This sense of realization led me to the obligation of approaching my two years of Fellowship journey as a mathematics fellow that primarily emphasized linking mathematical contents with the local surroundings (of the learners). This study is beneficial for educators who aim to bring necessary reform regarding educational practices (particularly, in mathematics), so as to provide the outlook (to the learners) that ‘Mathematics is everywhere around the surroundings'.
{"title":"A Textbook Problem-Solving Student Becomes Transformative Contextualized Mathematics Teacher: Journey of Learning and Teaching","authors":"Tas Bahadur Gurung","doi":"10.3126/mefc.v8i1.60474","DOIUrl":"https://doi.org/10.3126/mefc.v8i1.60474","url":null,"abstract":"This reflective paper portrays my personal-lived experiences via autoethnography (as a method of inquiry); Ethnodrama and narrative (as representational methods); and transformative learning theory (as a theoretical referent). Emphasis on textbook, realization, and obligation were/are the characteristics regarding my transformative journey from a textbook problem-solving mathematics student to being a contextualized mathematics teacher. As a student, the lure of scoring marks led me towards the path of solving as many textbook problems (as possible) with the only goal to perform well in examination. While on the verge of entering the teaching profession; reflecting back to school days, made me think about the question: “Do I desire to give my prospective students (mathematics education) in the same contexts or in the same manner that I experienced during my school days?” Immediately, each time both my heart and mind used to answer, “Not really, No!” This sense of realization led me to the obligation of approaching my two years of Fellowship journey as a mathematics fellow that primarily emphasized linking mathematical contents with the local surroundings (of the learners). This study is beneficial for educators who aim to bring necessary reform regarding educational practices (particularly, in mathematics), so as to provide the outlook (to the learners) that ‘Mathematics is everywhere around the surroundings'. ","PeriodicalId":326089,"journal":{"name":"Mathematics Education Forum Chitwan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138595233","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Ganga River is one of India's biggest and most significant rivers, and the health and welfare of millions of people depend on the purity of its water. The traditional linear models that have been used extensively to assess water quality have limitations in their ability to capture the intricate non-linear interactions between the water quality factors. On the other hand, non-linear data analytics are able to identify these linkages and can offer more precise and trustworthy estimates of water quality. In order to monitor the River Ganga's water quality, this study suggests a non-linear data analytics approach that entails gathering and studying a significant amount of water quality data. The results show that the proposed approach outperforms traditional linear models and can provide valuable insights into the water quality of the River Ganga.
{"title":"Water Quality Monitoring of River Ganga Using Non-Linear Data Analytics","authors":"B.D.K. Patro, Shivam Sharma, Abhishek Bajpai","doi":"10.3126/mefc.v8i1.60477","DOIUrl":"https://doi.org/10.3126/mefc.v8i1.60477","url":null,"abstract":"The Ganga River is one of India's biggest and most significant rivers, and the health and welfare of millions of people depend on the purity of its water. The traditional linear models that have been used extensively to assess water quality have limitations in their ability to capture the intricate non-linear interactions between the water quality factors. On the other hand, non-linear data analytics are able to identify these linkages and can offer more precise and trustworthy estimates of water quality. In order to monitor the River Ganga's water quality, this study suggests a non-linear data analytics approach that entails gathering and studying a significant amount of water quality data. The results show that the proposed approach outperforms traditional linear models and can provide valuable insights into the water quality of the River Ganga.","PeriodicalId":326089,"journal":{"name":"Mathematics Education Forum Chitwan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138597854","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mathematics education program always falls under public criticism because of being unable to produce desirable outcomes. From the beginning of formal mathematics education programs in Nepal, mathematics teaching-learning activities have been dominated by the informing and pouring pedagogy for preparing final examinations. Mathematics curricula, contents and pedagogical activities have not bridged the gap between official (formal) mathematics and the learners' lifeworld practices that support creating the mathematical 'Othering'. Likewise, mathematics education programs become unclaimed entity at the crossroads in which no one is willing to take sole responsibility and ownership of the programs but orienting to blame others. Such a blaming culture restrains engaged teaching-learning activities. Against this backdrop, this argumentative paper argues for incorporating the DBP in the mathematics classroom to create an engaged teaching-learning environment. We have metaphorically captured the five significant theoretical features of DBP as/for contextual learning, academic enhancement, reflective practice, agentic development and social wellbeing. Finally, we have briefly described the implications of DBP in mathematics classrooms.
{"title":"Drama-Based Pedagogy: Ways of Engaging in Mathematics Learning","authors":"Basanta Raj Lamihhane, Niroj Dahal, B. P. Pant","doi":"10.3126/mefc.v8i1.60377","DOIUrl":"https://doi.org/10.3126/mefc.v8i1.60377","url":null,"abstract":"Mathematics education program always falls under public criticism because of being unable to produce desirable outcomes. From the beginning of formal mathematics education programs in Nepal, mathematics teaching-learning activities have been dominated by the informing and pouring pedagogy for preparing final examinations. Mathematics curricula, contents and pedagogical activities have not bridged the gap between official (formal) mathematics and the learners' lifeworld practices that support creating the mathematical 'Othering'. Likewise, mathematics education programs become unclaimed entity at the crossroads in which no one is willing to take sole responsibility and ownership of the programs but orienting to blame others. Such a blaming culture restrains engaged teaching-learning activities. Against this backdrop, this argumentative paper argues for incorporating the DBP in the mathematics classroom to create an engaged teaching-learning environment. We have metaphorically captured the five significant theoretical features of DBP as/for contextual learning, academic enhancement, reflective practice, agentic development and social wellbeing. Finally, we have briefly described the implications of DBP in mathematics classrooms.","PeriodicalId":326089,"journal":{"name":"Mathematics Education Forum Chitwan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138594291","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Reasoning skill is one of the main components of mathematical competency (NCTM, 2014). Mathematics students use mainly two types of reasoning skills namely imitative reasoning and creative reasoning in solving mathematical tasks. The textbook tasks in our context are of routine types which are solvable using imitative reasoning. Most mathematics teachers use prescribed textbooks in lesson planning and teaching (Thomson & Fleming, 2004) which ultimately promotes imitative reasoning among the students as compared to creative reasoning. Moreover, many mathematics teachers still follow the traditional chalk-and-talk banking pedagogy which does not support the enhancement of creative thinking and reasoning skills. This literature-based research study has identified some of the ways to develop the creative thinking and reasoning skills of mathematics students through the intense study of the available research articles, thesis, and books in the field of mathematical thinking and creativity. This study has found the positive impact of productive struggle and adversity quotient on students’ creative thinking and reasoning skills. Likewise, problem-posing and problem-solving skills have been found to be essential skills for enhancing creativity. This study has also found modern student-centric teaching approaches like the ADI (Argument-Driven Inquiry) approach and the RME (Realistic Mathematics Education) approach beneficial in improving reasoning skills. This study also found CMR (Creative Mathematically Founded Reasoning) tasks to be helpful in increasing the creative reasoning skills of mathematics students.
{"title":"Ways of Developing Creative Thinking and Reasoning of Students in Mathematics Learning","authors":"Sandip Dhungana, Ramesh Thapa","doi":"10.3126/mefc.v8i1.60476","DOIUrl":"https://doi.org/10.3126/mefc.v8i1.60476","url":null,"abstract":"Reasoning skill is one of the main components of mathematical competency (NCTM, 2014). Mathematics students use mainly two types of reasoning skills namely imitative reasoning and creative reasoning in solving mathematical tasks. The textbook tasks in our context are of routine types which are solvable using imitative reasoning. Most mathematics teachers use prescribed textbooks in lesson planning and teaching (Thomson & Fleming, 2004) which ultimately promotes imitative reasoning among the students as compared to creative reasoning. Moreover, many mathematics teachers still follow the traditional chalk-and-talk banking pedagogy which does not support the enhancement of creative thinking and reasoning skills. This literature-based research study has identified some of the ways to develop the creative thinking and reasoning skills of mathematics students through the intense study of the available research articles, thesis, and books in the field of mathematical thinking and creativity. This study has found the positive impact of productive struggle and adversity quotient on students’ creative thinking and reasoning skills. Likewise, problem-posing and problem-solving skills have been found to be essential skills for enhancing creativity. This study has also found modern student-centric teaching approaches like the ADI (Argument-Driven Inquiry) approach and the RME (Realistic Mathematics Education) approach beneficial in improving reasoning skills. This study also found CMR (Creative Mathematically Founded Reasoning) tasks to be helpful in increasing the creative reasoning skills of mathematics students.","PeriodicalId":326089,"journal":{"name":"Mathematics Education Forum Chitwan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138598112","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The efficacy of the teachers in teaching mathematics plays a crucial role in professional development as well as satisfaction. This study explored how efficacy beliefs and the job satisfaction of teachers are interrelated. A cross-sectional survey conducted among school mathematics teachers revealed a significant positive relationship between self-efficacy and job satisfaction. The findings of the study opened up new discourse in teachers and teaching mathematics. The findings of the study reveal that the professional development of the teachers is essential for the teachers to be motivated and satisfied in the teaching profession.
{"title":"Self-Efficacy and Job Satisfaction among School Mathematics Teachers in Nepal: Contributing and Contradicting Aspects","authors":"Krishna Prasad Adhikari","doi":"10.3126/mefc.v8i1.60475","DOIUrl":"https://doi.org/10.3126/mefc.v8i1.60475","url":null,"abstract":"The efficacy of the teachers in teaching mathematics plays a crucial role in professional development as well as satisfaction. This study explored how efficacy beliefs and the job satisfaction of teachers are interrelated. A cross-sectional survey conducted among school mathematics teachers revealed a significant positive relationship between self-efficacy and job satisfaction. The findings of the study opened up new discourse in teachers and teaching mathematics. The findings of the study reveal that the professional development of the teachers is essential for the teachers to be motivated and satisfied in the teaching profession. ","PeriodicalId":326089,"journal":{"name":"Mathematics Education Forum Chitwan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138596790","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The program offered at the secondary level (specially in class 9 and 10) of Nepal requires the completion of mathematics courses. To go to science and technology subjects in class 11 and 12 as well as in university level, the students should succeed in the class 10 examination (SEE) in mathematics so that this will provide the pathway for them to be succeed in the study of university level. This research aims to investigate the factors affecting the achievement of students in mathematics at secondary level. For acquiring this aim, this study has used qualitative research method for completing the entire work. The primary data for this study was collected through focus group discussion with mathematics teachers and head teachers. All secondary schools in Nepal were considered as the population of the study and selected four districts viz Chitwan, Gorkha, Makawanpur and Parsa as the first stage of sampling. In the second stage, secondary level mathematics teachers of Chitwan, Gorkha, Makawanpur and Parsa districts were taken as sampling population. Eight groups of mathematics teachers consisting of two groups from each district and two group of head teachers from Chitwan district chosen using purposive sampling method were sample for this study. The collected information was analyzed using constant comparison method of data analysis. The results of the study showed that teachers beliefs solely not responsible for the students’ achievement in mathematics, but integrated effects of variables such as students’ factors, teachers’ factors, system factors, environmental and societal factors were the causes for the low achievements of students in SLC/SEE.
{"title":"Factors Affecting the Achievement of Students in Mathematics","authors":"Dharma Datta Tiwari","doi":"10.3126/mefc.v8i1.60473","DOIUrl":"https://doi.org/10.3126/mefc.v8i1.60473","url":null,"abstract":" The program offered at the secondary level (specially in class 9 and 10) of Nepal requires the completion of mathematics courses. To go to science and technology subjects in class 11 and 12 as well as in university level, the students should succeed in the class 10 examination (SEE) in mathematics so that this will provide the pathway for them to be succeed in the study of university level. This research aims to investigate the factors affecting the achievement of students in mathematics at secondary level. For acquiring this aim, this study has used qualitative research method for completing the entire work. The primary data for this study was collected through focus group discussion with mathematics teachers and head teachers. All secondary schools in Nepal were considered as the population of the study and selected four districts viz Chitwan, Gorkha, Makawanpur and Parsa as the first stage of sampling. In the second stage, secondary level mathematics teachers of Chitwan, Gorkha, Makawanpur and Parsa districts were taken as sampling population. Eight groups of mathematics teachers consisting of two groups from each district and two group of head teachers from Chitwan district chosen using purposive sampling method were sample for this study. The collected information was analyzed using constant comparison method of data analysis. The results of the study showed that teachers beliefs solely not responsible for the students’ achievement in mathematics, but integrated effects of variables such as students’ factors, teachers’ factors, system factors, environmental and societal factors were the causes for the low achievements of students in SLC/SEE.","PeriodicalId":326089,"journal":{"name":"Mathematics Education Forum Chitwan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138596433","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper highlights the issue of imposing middle-class norms of schooling on working-class children and its consequence on low learning achievement and perpetuating socioeconomic differences in learning. A study was carried out to explore the teachers' role in contextualizing teaching in schools where students are from the working class. Math and science subjects teaching of a dozen of teachers were observed, and complemented with interview. Thus generated information was analysed in the background of the school setting, and the teachers' role as mediators between students' concrete experiences and disciplinary formal concepts of textbooks. The study suggested that teachers stressed the transmission of knowledge than mediating students' experience to formal learning; teachers' language use in the classroom is insufficient triggering students thinking and conceptualisation, meanwhile teacher preparation and development are not oriented to the contextualised and integrated teachings. Their teaching was not only problematic to achieving the national objective of education encouraging critical thinking, and developing problem-solving skills but also demanding middle-class habitus, aspirations, resourcefulness, performance, etc. in the working-class children.
{"title":"Does National Curriculum Fit for Working Class Children? A Gap in Math and Science Teaching","authors":"Shurendra Ghimire","doi":"10.3126/mefc.v7i7.54786","DOIUrl":"https://doi.org/10.3126/mefc.v7i7.54786","url":null,"abstract":"This paper highlights the issue of imposing middle-class norms of schooling on working-class children and its consequence on low learning achievement and perpetuating socioeconomic differences in learning. A study was carried out to explore the teachers' role in contextualizing teaching in schools where students are from the working class. Math and science subjects teaching of a dozen of teachers were observed, and complemented with interview. Thus generated information was analysed in the background of the school setting, and the teachers' role as mediators between students' concrete experiences and disciplinary formal concepts of textbooks. The study suggested that teachers stressed the transmission of knowledge than mediating students' experience to formal learning; teachers' language use in the classroom is insufficient triggering students thinking and conceptualisation, meanwhile teacher preparation and development are not oriented to the contextualised and integrated teachings. Their teaching was not only problematic to achieving the national objective of education encouraging critical thinking, and developing problem-solving skills but also demanding middle-class habitus, aspirations, resourcefulness, performance, etc. in the working-class children.\u0000 ","PeriodicalId":326089,"journal":{"name":"Mathematics Education Forum Chitwan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124083894","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Conventional mathematics teaching-learning activity seems unable to foster creative, critical and reflective thinking in learners because it incorporates transmissionist pedagogy. A piecemeal, linear and reductionist approach prevents holistic learning that results in the mindless replica of mathematical knowledge, facts, skills and algorithms. It has socialized the learners into non-questioning roles, helped create and maintain passive identities, germinated feeling of inferiority, and lessened self-confidence and power to control their actions. It also conceals social, cultural, historical, political, affective and spiritual dimensions of mathematics education and its interconnection to real-world problems and develops literacy for 'stupidification' so that learners remain unconscious and unaware of unjust practices, power dynamics and hegemonic ideology. In this context, this editorial explores how to unearth the aforementioned components that restrict the mathematics education within the grips of dominate power structure, hegemonic ideology and pouring pedagogy and aims to envision an alternative empowering and transformative pedagogy. I realize that engaged reading is one of the most significant contributors that liberates mathematics from the 'one-size-fits-all' pedagogy and helps develop the learners' agency so that they can become change agents. Engaged reading incorporates cognitive, affective, academic, and social aspects of learning and illustrates the political (power structure), ideological, cultural and historical embeddedness. Furthermore, this paper illuminates three interconnected roles: - engaged reading as/for critical reflective practices, engaged reading as/for agentic development and engaged reading as/for transformative learning. Finally, I briefly present the overview of the issue.
{"title":"Engaged Reading: A Pathway to Transformative Mathematics Learning","authors":"B. Lamichhane","doi":"10.3126/mefc.v7i7.54783","DOIUrl":"https://doi.org/10.3126/mefc.v7i7.54783","url":null,"abstract":"Conventional mathematics teaching-learning activity seems unable to foster creative, critical and reflective thinking in learners because it incorporates transmissionist pedagogy. A piecemeal, linear and reductionist approach prevents holistic learning that results in the mindless replica of mathematical knowledge, facts, skills and algorithms. It has socialized the learners into non-questioning roles, helped create and maintain passive identities, germinated feeling of inferiority, and lessened self-confidence and power to control their actions. It also conceals social, cultural, historical, political, affective and spiritual dimensions of mathematics education and its interconnection to real-world problems and develops literacy for 'stupidification' so that learners remain unconscious and unaware of unjust practices, power dynamics and hegemonic ideology. In this context, this editorial explores how to unearth the aforementioned components that restrict the mathematics education within the grips of dominate power structure, hegemonic ideology and pouring pedagogy and aims to envision an alternative empowering and transformative pedagogy. I realize that engaged reading is one of the most significant contributors that liberates mathematics from the 'one-size-fits-all' pedagogy and helps develop the learners' agency so that they can become change agents. Engaged reading incorporates cognitive, affective, academic, and social aspects of learning and illustrates the political (power structure), ideological, cultural and historical embeddedness. Furthermore, this paper illuminates three interconnected roles: - engaged reading as/for critical reflective practices, engaged reading as/for agentic development and engaged reading as/for transformative learning. Finally, I briefly present the overview of the issue.","PeriodicalId":326089,"journal":{"name":"Mathematics Education Forum Chitwan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127747730","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
J. Kafle, Kamal Panta, Pushpa Nidhi Gautam, C. Pokharel
In blood rheology we study volume flow rate, blood pressure, velocity, viscosity and shear stress of blood. Cross-sectional area plays an important role for smooth flow of the blood. But some other parameter like composition of blood, length of vessel also affects in the flow rate and pressure of blood. Velocity and volume flow rate are derived by using Poiseuille’s equation.This work presents a mathematical model of blood flow that was created using the N-S equations and computer simulation. Graphs are used to analyze the results.
{"title":"Mathematical Analysis of Hemodynamic Parameters of Blood Flow in an Artery","authors":"J. Kafle, Kamal Panta, Pushpa Nidhi Gautam, C. Pokharel","doi":"10.3126/mefc.v7i7.54788","DOIUrl":"https://doi.org/10.3126/mefc.v7i7.54788","url":null,"abstract":"In blood rheology we study volume flow rate, blood pressure, velocity, viscosity and shear stress of blood. Cross-sectional area plays an important role for smooth flow of the blood. But some other parameter like composition of blood, length of vessel also affects in the flow rate and pressure of blood. Velocity and volume flow rate are derived by using Poiseuille’s equation.This work presents a mathematical model of blood flow that was created using the N-S equations and computer simulation. Graphs are used to analyze the results.","PeriodicalId":326089,"journal":{"name":"Mathematics Education Forum Chitwan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130805290","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this paper, the statistical procedure is compared to the analytical solutions of an advection-diffusion equation describing air pollution spread in a limited atmospheric boundary layer from a continuous point source. The equation is formulated by assuming the eddy diffusivity and wind velocity as the constant and the power law of vertical height. It has been observed that the expected concentration for eddy diffusivity and wind velocity as constants has a worse agreement with the actual concentration than the expected concentration for wind speed and eddy diffusivity as variables.
{"title":"A Comparison of Advection Diffusion Equation Solutions, Observed Data, and Statistical Results","authors":"P. Bhandari","doi":"10.3126/mefc.v7i7.54815","DOIUrl":"https://doi.org/10.3126/mefc.v7i7.54815","url":null,"abstract":"In this paper, the statistical procedure is compared to the analytical solutions of an advection-diffusion equation describing air pollution spread in a limited atmospheric boundary layer from a continuous point source. The equation is formulated by assuming the eddy diffusivity and wind velocity as the constant and the power law of vertical height. It has been observed that the expected concentration for eddy diffusivity and wind velocity as constants has a worse agreement with the actual concentration than the expected concentration for wind speed and eddy diffusivity as variables.","PeriodicalId":326089,"journal":{"name":"Mathematics Education Forum Chitwan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121254484","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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