The book provides strong evidence that research on the cognitive processes from arithmetic thought to algebraic thought should take into consideration the socio-cultural context. It is an important contribution to the literature on linguistic structure in comparative studies related to Chinese student mathematics learning. This book not only makes a great contribution to research in mathematics education, the findings of this study also addressed insightful approaches and thoughts of understanding the development of algebraic thinking in cultural contexts for classroom teachers. Using written Chinese language from different theoretical references provided wonderful approaches for understanding student algebra cognitive development in a different way and calls educators for to pay special attention to an epistemological and linguistic view of algebraic development. The findings inform classroom teachers that the cultural context plays an important role in student learning mathematics. A typical analysis of the cognitive dimension involved in some in the historical and cultural contexts is a great resource for classroom teachers. I really enjoyed reading this book and learned a lot from its compelling analysis. Shuhua An, Associate Professor and Director of Graduate Program in Mathematics Education, California State University, Long Beach

The book provides strong evidence that research on the cognitive processes from arithmetic thought to algebraic thought should take into consideration the socio-cultural context. It is an important contribution to the literature on linguistic structure in comparative studies related to Chinese student mathematics learning. This book not only makes a great contribution to research in mathematics education, the findings of this study also addressed insightful approaches and thoughts of understanding the development of algebraic thinking in cultural contexts for classroom teachers. Using written Chinese language from different theoretical references provided wonderful approaches for understanding student algebra cognitive development in a different way and calls educators for to pay special attention to an epistemological and linguistic view of algebraic development. The findings inform classroom teachers that the cultural context plays an important role in student learning mathematics. A typical analysis of the cognitive dimension involved in some in the historical and cultural contexts is a great resource for classroom teachers. I really enjoyed reading this book and learned a lot from its compelling analysis. Shuhua An, Associate Professor and Director of Graduate Program in Mathematics Education, California State University, Long Beach

The book provides strong evidence that research on the cognitive processes from arithmetic thought to algebraic thought should take into consideration the socio-cultural context. It is an important contribution to the literature on linguistic structure in comparative studies related to Chinese student mathematics learning. This book not only makes a great contribution to research in mathematics education, the findings of this study also addressed insightful approaches and thoughts of understanding the development of algebraic thinking in cultural contexts for classroom teachers. Using written Chinese language from different theoretical references provided wonderful approaches for understanding student algebra cognitive development in a different way and calls educators for to pay special attention to an epistemological and linguistic view of algebraic development. The findings inform classroom teachers that the cultural context plays an important role in student learning mathematics. A typical analysis of the cognitive dimension involved in some in the historical and cultural contexts is a great resource for classroom teachers. I really enjoyed reading this book and learned a lot from its compelling analysis. Shuhua An, Associate Professor and Director of Graduate Program in Mathematics Education, California State University, Long Beach

Wireless Sensor Network Technologies for Information Explosion Era The amount and value of information available due to rapid spread of information technology is exploding. Typically, large enterprises have approximately a petabyte of operational data stored in hundreds of data repositories supporting thousands of applications. Data storage volumes grow in excess of 50% annually. This growth is expected to continue due to vast proliferation of existing infor- tion systems and the introduction of new data sources. Wireless Sensor Networks (WSNs) represent one of the most notable examples of such new data sources. In recent few years, various types of WSNs have been deployed and the amount of information generated by wireless sensors increases rapidly. The information - plosion requires establishing novel data processing and communication techniques for WSNs. This volume aims to cover both theoretical and practical aspects - lated to this challenge, and it explores directions for future research to enable ef- cient utilization of WSNs in the information-explosion era. The book is organized in three main parts that consider (1) technical issues of WSNs, (2) the integration of multiple WSNs, and (3) the development of WSNs systems and testbeds for conducting practical experiments. Each part consists of three chapters.

This book presents new algorithms for reinforcement learning, a form of machine learning in which an autonomous agent seeks a control policy for a sequential decision task. Since current methods typically rely on manually designed solution representations, agents that automatically adapt their own representations have the potential to dramatically improve performance. This book introduces two novel approaches for automatically discovering high-performing representations. The first approach synthesizes temporal difference methods, the traditional approach to reinforcement learning, with evolutionary methods, which can learn representations for a broad class of optimization problems. This synthesis is accomplished by customizing evolutionary methods to the on-line nature of reinforcement learning and using them to evolve representations for value function approximators. The second approach automatically learns representations based on piecewise-constant approximations of value functions. It begins with coarse representations and gradually refines them during learning, analyzing the current policy and value function to deduce the best refinements. This book also introduces a novel method for devising input representations. This method addresses the feature selection problem by extending an algorithm that evolves the topology and weights of neural networks such that it evolves their inputs too. In addition to introducing these new methods, this book presents extensive empirical results in multiple domains demonstrating that these techniques can substantially improve performance over methods with manual representations.

"Future Internet" is a worldwide hot topic. The Internet has become a critical infrastructure for business development and social interactions. However, the immense growth of the Internet has resulted in additional stresses on its architecture, resulting in a network difficult to monitor, understand, and manage due to its huge scale in terms of connected devices and actors (end users, content providers, equipment vendors, etc). This book presents and discusses the ongoing initiatives and experimental facilities for the creation of new Future Internet Architectures using alternative approaches like Clean Slate and Incremental improvements: It considers several possible internet network use scenarios that include seamless mobility, ad hoc networks, sensor networks, internet of things and new paradigms like content and user centric networks.

There has been much debate in recent times between the Anglo American tradition of curriculum studies and the Continental and North European tradition of didactics (Didaktik). As important as such debate has been, this book seeks to add new voices to the debate representing ideas and traditions from a different part of the world. The focus is on Chinese curriculum thinking that has passed through a number of stages and currently represents a blend of some aspects of the American tradition and Chinese cultural traditions. How does Chinese thinking about curriculum, teaching and learning resonate with European didactic traditions and what are the implications for theorizing an expanded field of curriculum studies? This book deliberately transcends borders and cultures to explore new territory, to provide a platform for open dialogue and to open up new areas of investigation Chapters include, Curriculum Reform and Research in China: A Social-Historical Perspective What Mathematics Did Teachers Learn? Comparison of the School and the Pre-Service Teacher Mathematics Curricula in Germany and Taiwan Living in Parallel Worlds: A Transatlantic Dialogue between General Didactics and Instructional Design