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Since 1971, the Freudenthal Institute has developed an approach to mathematics education named Realistic Mathematics Education (RME). The philosophy of RME is based on Hans Freudenthal’s concept of ‘mathematics as a human activity’. Prof. Hans Freudenthal (1905-1990), a mathematician and educator, believes that ‘ready-made mathematics’ should not be taught in school. By contrast, he urges that students should be offered ‘realistic situations’ so that they can rediscover from informal to formal mathematics. Although mathematics education in Vietnam has some achievements, it still encounters several challenges. Recently, the reform of teaching methods has become an urgent task in Vietnam. It appears that Vietnamese mathematics education lacks necessary theoretical frameworks. At first sight, the philosophy of RME is suitable for the orientation of the teaching method reform in Vietnam. However, the potential of RME for mathematics education as well as the ability of applying RME to teaching mathematics is still questionable in Vietnam. The primary aim of this dissertation is to research into abilities of applying RME to teaching and learning mathematics in Vietnam and to answer the question “how could RME enrich Vietnamese mathematics education?”. This research will emphasize teaching geometry in Vietnamese middle school. More specifically, the dissertation will implement the following research tasks: • Analyzing the characteristics of Vietnamese mathematics education in the ‘reformed’ period (from the early 1980s to the early 2000s) and at present; • Implementing a survey of 152 middle school teachers’ ideas from several Vietnamese provinces and cities about Vietnamese mathematics education; • Analyzing RME, including Freudenthal’s viewpoints for RME and the characteristics of RME; • Discussing how to design RME-based lessons and how to apply these lessons to teaching and learning in Vietnam; • Experimenting RME-based lessons in a Vietnamese middle school; • Analyzing the feedback from the students’ worksheets and the teachers’ reports, including the potentials of RME-based lessons for Vietnamese middle school and the difficulties the teachers and their students encountered with RME-based lessons; • Discussing proposals for applying RME-based lessons to teaching and learning mathematics in Vietnam, including making suggestions for teachers who will apply these lessons to their teaching and designing courses for in-service teachers and teachers-in training. This research reveals that although teachers and students may encounter some obstacles while teaching and learning with RME-based lesson, RME could become a potential approach for mathematics education and could be effectively applied to teaching and learning mathematics in Vietnamese school.
Subdividing space through interfaces leads to many space partitions that are relevant to soft matter self-assembly. Prominent examples include cellular media, e.g. soap froths, which are bubbles of air separated by interfaces of soap and water, but also more complex partitions such as bicontinuous minimal surfaces.
Using computer simulations, this thesis analyses soft matter systems in terms of the relationship between the physical forces between the system's constituents and the structure of the resulting interfaces or partitions. The focus is on two systems, copolymeric self-assembly and the so-called Quantizer problem, where the driving force of structure formation, the minimisation of the free-energy, is an interplay of surface area minimisation and stretching contributions, favouring cells of uniform thickness.
In the first part of the thesis we address copolymeric phase formation with sharp interfaces. We analyse a columnar copolymer system "forced" to assemble on a spherical surface, where the perfect solution, the hexagonal tiling, is topologically prohibited. For a system of three-armed copolymers, the resulting structure is described by solutions of the so-called Thomson problem, the search of minimal energy configurations of repelling charges on a sphere. We find three intertwined Thomson problem solutions on a single sphere, occurring at a probability depending on the radius of the substrate.
We then investigate the formation of amorphous and crystalline structures in the Quantizer system, a particulate model with an energy functional without surface tension that favours spherical cells of equal size. We find that quasi-static equilibrium cooling allows the Quantizer system to crystallise into a BCC ground state, whereas quenching and non-equilibrium cooling, i.e. cooling at slower rates then quenching, leads to an approximately hyperuniform, amorphous state. The assumed universality of the latter, i.e. independence of energy minimisation method or initial configuration, is strengthened by our results. We expand the Quantizer system by introducing interface tension, creating a model that we find to mimic polymeric micelle systems: An order-disorder phase transition is observed with a stable Frank-Caspar phase.
The second part considers bicontinuous partitions of space into two network-like domains, and introduces an open-source tool for the identification of structures in electron microscopy images. We expand a method of matching experimentally accessible projections with computed projections of potential structures, introduced by Deng and Mieczkowski (1998). The computed structures are modelled using nodal representations of constant-mean-curvature surfaces. A case study conducted on etioplast cell membranes in chloroplast precursors establishes the double Diamond surface structure to be dominant in these plant cells. We automate the matching process employing deep-learning methods, which manage to identify structures with excellent accuracy.