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All Journal Indonesian Journal of Science and Mathematics Education Journal of Fundamental Mathematics and Applications (JFMA)
Rellon, Louie Resti Sandoval
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Decision Sciences, Operations Research & Management Education Mathematics

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ON THE RELATIVE-INVERSE OF AN EXCLUSIVE-SUBMATRIX: AN INVERSE OF A NON-SQUARE MATRIX Rellon, Louie Resti Sandoval; Lozada, James Alfred B.; Guieb, Genevieve; Mejorada, Afoljen
Journal of Fundamental Mathematics and Applications (JFMA) Vol 6, No 1 (2023)
Publisher : Diponegoro University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14710/jfma.v6i1.17018

Abstract

An Algorithm for Generalized Conversion to Normal Distribution for Independent and Identically Distributed Random Variables Rellon, Louie Resti Sandoval
Journal of Fundamental Mathematics and Applications (JFMA) Vol 8, No 1 (2025)
Publisher : Diponegoro University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14710/jfma.v8i1.20508

Abstract

The paper analyzes an efficient alternative to the Box-Cox and Johnson’s transformation to normality methods which operates under fairly general settings. The method hinges on two results in mathematical statistics: the fact that the cumulative distribution function F(x) of a random variable x always has a U(0,1) distribution and the Box-Mueller transformation of uniform random variables to standard normal random variables.  Bounds for the Kolmogorov-Smirnov statistic between the distribution of the transformed observations and the normal distribution are provided by numerical simulation and by appealing to the Dvoretzky-Kiefer- Wolfowitz inequality.
Students’ procedural knowledge on simplex method in linear programming: An explanatory sequential design Rellon, Louie Resti Sandoval; Corsonado, Jeramie Castillo
Indonesian Journal of Science and Mathematics Education Vol. 7 No. 1 (2024): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v7i1.19469

Abstract

This study employed a sequential explanatory mixed-methods design to assess students' procedural knowledge in linear programming using the simplex method through quantitative tests, qualitative interviews, and Focus Group Discussions (FGD). The objective was to uncover students' understanding of the step-by-step procedure in the simplex method, with results indicating a low level of knowledge (38.31%) in solving linear programming problems. Thematic analysis from the qualitative phase identified students' perceptions of the problem-solving process. Based on these findings, it is recommended that educators adopt more in-depth and multifaceted teaching strategies to enhance students' procedural understanding. This research has implications for developing teaching strategies to improve students' procedural knowledge in linear programming.
Teacher variables and problem-solving difficulties in college algebra among teacher education students in Davao City Rellon, Louie Resti Sandoval
Indonesian Journal of Science and Mathematics Education Vol. 8 No. 2 (2025): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v8i2.26163

Abstract

This study aims to determine the relationship between teacher variables and problem-solving difficulties in Algebra courses among teacher education students in Davao City. Using a descriptive correlational approach, this study involved 196 randomly selected students. Data were collected through a validated questionnaire and analyzed using descriptive statistics, t-test for independent groups, Pearson r correlation, and multiple regression analysis. The results showed a significant relationship between teacher variables, especially motivational and aversive behaviors, and problem-solving difficulties, particularly in motivation, flexibility, and visualization. Aversive teacher behaviors were the main predictor of several aspects of problem-solving difficulties. This study has implications for positive interactions between teachers and students in supporting mathematical thinking skills. The finding informs teacher training to boost student motivation. These results highlight the need to address negative teacher behaviors in improving students’ problem-solving performance.
Co-Authors Corsonado, Jeramie Castillo Guieb, Genevieve Lozada, James Alfred B. Mejorada, Afoljen