In this talk, I will review the subject of pattern formation occurring in nature. Then, we consider a two-species predator-prey plankton model, modelling the interactions of microzooplankton and phytoplankton. The system is derived to explain the conditions for phytoplankton bloom formation and to explore system bifurcations. When a spatial diffusion term is included, we obtain a reaction–diffusion system that is shown to exhibit patterns. We investigate them by determining the Turing space of the model. Thereafter, a bifurcation analysis of specific pattern formation is explored.

Abstract

By the 21st century, education system in the world should be prepared to prepare its citizens who are not merely knowledgeable but have multidimensional skills in facing globalization and future careers. Specifically, all Higher Education Institutions in the country need to make changes in line with the Industrial Revolution 4.0. Hence, the need for learning opportunities based on information and communication technology and positioning online learning is the current agenda of education. By 2020, digital portfolios are accessible from multiple devices which will enable students to acquire the skills and knowledge in the real world, thus building a future professional career. In this context, various new concepts appear: heutagogy, paragogy and cybergogy. In line with this development, educators are urged to implement the pedagogical transformations to use these new concepts. Review of literature shows that there are currently no criteria of heutagogy, paragogy and cybergogy that can be used as a guide in designing teaching and learning, especially teaching and learning in mathematics. Therefore, this presentation will provide the relevant ideas for heutagogy, paragogy and cybergogy criteria as a guide for mathematics educators to understand the present and future pedagogy for creating human capital with features such as flexible, creative, innovative and good problem solvers to meet the challenges for the future
Key words: Heutagogy, Paragogy, Cybergogy

Abstract

In his essay "The Psychology of Invention in the Mathematical Field" (1945), Jaques Hadamard pointed out that within the context of educating, learning and thinking of mathematics, "two subjects are involved", i.e. mathematics and psychology. The approach of pursuing mathematics education from this perspective we call Cognitive Mathematics.
The content area of mathematics in nowadays teaching is being extended by computer science/informatics, natural sciences and technology, (labeled MINT in German, STEM in English contexts) all of those having a large potential of making mathematical concepts and connections accessible through their interrelatedness with mathematics...Continue reading