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Thematische Bibliographien / Applied Mathematics|Mathematics|Theoretical Mathematics / Zeitschriftenartikel

Zeitschriftenartikel zum Thema „Applied Mathematics|Mathematics|Theoretical Mathematics“

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Autor: Grafiati

Veröffentlicht am 14. September 2021

Zuletzt aktualisiert am 1. Februar 2022

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1

Jaffe, Arthur, und Frank Quinn. „``Theoretical mathematics'': Toward a cultural \\synthesis of mathematics and theoretical physics“. Bulletin of the American Mathematical Society 29, Nr. 1 (01.11.1993): 1–14. http://dx.doi.org/10.1090/s0273-0979-1993-00413-0.

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2

Jaffe, Arthur, und Frank Quinn. „Response to comments on ``Theoretical Mathematics''“. Bulletin of the American Mathematical Society 30, Nr. 2 (01.04.1994): 208–12. http://dx.doi.org/10.1090/s0273-0979-1994-00506-3.

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3

Kornilov, Viktor S. „Interdisciplinary scientific communication in the content of teaching applied mathematics“. RUDN Journal of Informatization in Education 16, Nr. 2 (15.12.2019): 162–72. http://dx.doi.org/10.22363/2312-8631-2019-16-2-162-172.

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Problem and goal. Today, graduates studying in the physical and mathematical areas of training in the profile of applied mathematics have high requirements [23; 24]. Such graduates should have not only fundamental knowledge in the disciplines of applied mathematics, have a scientific outlook, skills and research of applied tasks with the help of mathematical modeling, but also strive to implement applied research through environmental technologies. The achievement of such goals in teaching students applied mathematics requires the use of various pedagogical and information technologies in the educational process, the development of learning content, new forms and methods of training, the involvement of specialists in applied mathematics in teaching. Methodology. In the process of training specialists in applied mathematics, implemented the idea of developing their mathematical creativity, strengthening the motivation for the formation of deep theoretical and practical knowledge in the disciplines of applied mathematics and the foundations of humanitarian culture. The implementation of these important ideas is carried out on the basis of extensive use of interdisciplinary scientific relations in the conditions of humanitarization of university mathematical education. The formation of students’ fundamental knowledge of applied mathematics, the foundations of humanitarian culture is achieved by developing the content of such training on the basis of modern scientific achievements of applied mathematics, the implementation of scientific and educational, scientific and educational and humanitarian potential of teaching applied mathematics. Results. The obtained fundamental knowledge in applied mathematics, formed scientific worldview and humanitarian culture will allow graduates in their future professional activities to show a humane attitude to nature and the world, to apply environmental technologies in the implementation of applied research. In addition, with such a wealth of knowledge, graduates are able to be worthy members of the modern information society with a humanitarian culture. Conclusion. In the process of teaching applied mathematics, using innovative pedagogical technologies, it is advisable for students not only to give fundamental scientific knowledge, but also to instill the foundations of humanitarian culture.

4

Barabashev, A. G. „PHILOSOPHY OF MATHEMATICS AS A THEORETICAL AND APPLIED DISCIPLINE“. Philosophia Mathematica s2-4, Nr. 2 (1989): 121–28. http://dx.doi.org/10.1093/philmat/s2-4.2.121.

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5

Dragovich, Branko, Andrei Yu Khrennikov, Sergei V. Kozyrev und Nataša Ž. Mišić. „p-Adic mathematics and theoretical biology“. Biosystems 199 (Januar 2021): 104288. http://dx.doi.org/10.1016/j.biosystems.2020.104288.

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6

CROWDY, DARREN. „CONFORMAL SLIT MAPS IN APPLIED MATHEMATICS“. ANZIAM Journal 53, Nr. 3 (Januar 2012): 171–89. http://dx.doi.org/10.1017/s1446181112000119.

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AbstractConformal slit maps play a fundamental theoretical role in analytic function theory and potential theory. A lesser-known fact is that they also have a key role to play in applied mathematics. This review article discusses several canonical conformal slit maps for multiply connected domains and gives explicit formulae for them in terms of a classical special function known as the Schottky–Klein prime function associated with a circular preimage domain. It is shown, by a series of examples, that these slit mapping functions can be used as basic building blocks to construct more complicated functions relevant to a variety of applied mathematical problems.

7

Gaol, Ford Lumban. „2016 International Congress on Theoretical and Applied Mathematics, Physics and Chemistry“. Journal of Physics: Conference Series 725 (Juni 2016): 011001. http://dx.doi.org/10.1088/1742-6596/725/1/011001.

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8

Jamiah, Yulis. „DISPOSISI MATEMATIS DAN PEMBELAJARAN MATEMATIKA HUMANIS BAGI MAHASISWA PENDIDIKAN MATEMATIKA“. Jurnal Pendidikan Matematika dan IPA 9, Nr. 2 (20.07.2018): 12. http://dx.doi.org/10.26418/jpmipa.v9i2.26768.

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ABSTRAKThis research purposed to obtain the overview of mathematical disposition of student mathematics education, especially the students who took number theory subject. In obtaining these overview will be applied by humanis mathematics learning model. The specific purpose of this research are: 1) describe mathematics disposition of the students; 2) describe the process of application model to increase mathematic dispositions of the student; 3) describe the effectiveness of application model. The purposes are achieved through several stages, including: 1) analyze the theoretical; 2) explore the characteristics of a mathematical disposition; (3) identify and analyze problems; (4) reviewing the learning model; (5) applying model to increase mathematic dispositions that based on observation; 6) gives a questionnaire about mathematical disposition; and 7) analyzing the data. The method used in this research is descriptive method. Based on the purpose that disclosed, the results of research: 1) mathematical disposition of the students after the application model, shows 74% very positive attitude; 24% positive attitude; and 2% doubtful attitude; 2) the process of application model that facilitates appearance of a mathematical disposition of the students based on ability cognitive domain, affective domain, and domain skills, showing the criteria very well and good; and 3) the application of humanis mathematics learning model effective to increase mathematics disposition of the students in Number theory subject. Keywords: Humanis Mathematics Learning Model, Mathematical Dispositions

9

Safonova, Tatyana, und Marya Shabanova. „International Scientific Conference "Theoretical and Applied Aspects of Mathematics, Informatics and Education"“. Vestnik of Northern (Arctic) Federal Unisersity. Series "Natural Science", Nr. 1 (März 2015): 130–33. http://dx.doi.org/10.17238/issn2227-6572.2015.1.130.

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10

Helmane, Ineta. „Thematic Approach of Mathematics Textbooks in the Primary School“. SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (09.05.2015): 65. http://dx.doi.org/10.17770/sie2012vol1.20.

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The article describes and analyzes theoretical materials, textbooks about the aspects of the thematic choice in the acquisition of mathematics content using the thematic approach in primary school. Teaching mathematics thematically emphasises the use of applications of mathematics around a central theme whereas teaching in topics predominantly emphasises mathematical content. Mathematics content in the framework of the thematic approach is associated with the development of skills in practical activities the so called ‘hands on’ as well as the correlation of the acquired knowledge based on the theme or a concept; also, skills that can be applied in lifetime actions as well as the development of a personal sound attitude, values and goals. In the thematic approach mathematics content involve objects, information, topics and themes. The topicality should be linked with happenings in their personal lives as well as the latest developments in community life, socio-economic processes or a scientific context as well.

11

Fimmel, Elena, und Andrei Rodin. „Editorial: The foundations of mathematics and theoretical biology“. Biosystems 205 (Juli 2021): 104416. http://dx.doi.org/10.1016/j.biosystems.2021.104416.

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12

Saha, Jashodhan, Suman Ahmmed, Mohammad Ali, Maruf Ahmed Tamal und Karim Mohammed Rezaul. „ICT Based Mathematics Skill Development Program: An Initiative to Overcome Mathematics Anxiety“. International Journal of Emerging Technologies in Learning (iJET) 15, Nr. 14 (31.07.2020): 252. http://dx.doi.org/10.3991/ijet.v15i14.14149.

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The present study has introduced a complete ICT based Mathematics Skill Development Program (MSDP) web service that aims to enhance the positive attitudes of students towards Maths. The entire system is designed and implemented in such ways that students can learn Maths with fun and practical experiences in the classroom rather than only theoretical exercises. For the last 2 years (2018-2019), we have applied MSDP in 4 distinct primary and secondary schools in Bangladesh and followed up the students ' (N = 200) attitudes towards Maths. Findings revealed that through the MSDP program, students have developed a significant positive attitude towards Maths that helps them to overcome mathematics anxiety.

13

Chernenko, Varvara. „THE FORMATION OF INFORMATICS COMPETENCY FOR FUTURE COMPUTER SCIENCE TEACHERS IN THE PROCESS OF STUDYING COMPUTER MATHEMATICS“. Physical and Mathematical Education 30, Nr. 4 (13.09.2021): 6–12. http://dx.doi.org/10.31110/2413-1571-2021-030-4-001.

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Relevance and expediency of introduction of a training course of computer mathematics for students of “Secondary Education (Computer Science)” is caused by necessity of use of computer equipment with the corresponding software almost in all areas of human activity; the fact that computer mathematics is one of priority directions of research work both in the field of mathematical sciences, and in the field of computer science. Computer mathematics is a field of applied computer science in which problems of development, implementation and use of information technologies for solving mathematical problems are studied. The purpose of teaching computer mathematics is to study and use computer mathematics systems by students to solve applied problems; to master the conceptual and terminological base of modern computer science as a fundamental science; to master theoretical fundamentals of computer science related to formal systems, knowledge bases and models of their representation, models and algorithms of decision making. Formulation of the problem. The study of computer mathematics by future computer science teachers and the use of modern systems of computer mathematics to solve applied problems, creates their system of professional competencies, in particular, informatics competencies in computer mathematics, informatics and mathematical competencies and skills to use modern information technology to analyze mathematical models of processes and phenomena from a variety of fields of knowledge and human activities. Materials and methods. To achieve this goal, the following research methods were used: analysis of scientific and pedagogical literature on the research topic; analysis of curricula, work programs and manuals on the subject "Computer Mathematics"; empirical methods (questionnaire, conversation, pedagogical observation, modeling). Results. This paper has built the model of building informatics competence within the professional competence of the future computer science teacher at the expense of integration of mathematical and information knowledge on the basis of mathematical modeling in environments of systems of computer mathematics, as these systems are an effective means of realization of inter-subject connections of computer science with other subjects of a natural-mathematical cycle. Conclusions. The study of "Computer Mathematics" courses by future computer science teachers, using computer mathematics systems, contributes to the formation of components of the information competence system in the field of information, mathematical and computer modeling.

14

Chekulaeva, Maria E., und Angela S. Kotova. „APPLIED MATHEMATICAL PROBLEMS IN THE CONDITIONS OF DISTANCE LEARNING AND INTEREST IN MATHEMATICS“. Volga Region Pedagogical Search 35, Nr. 1 (2021): 42–47. http://dx.doi.org/10.33065/2307-1052-2021-1-35-42-47.

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Based on the analysis of the current level of mathematical training of students, the importance of finding ways to develop students ‘ cognitive interest in the subject is justified. The purpose of this work is to identify the influence of the proposed methods of solving and composing applied mathematical problems by students on the development of students ‘ cognitive interest. The research objectives included the theoretical substantiation of the role of applied problems in increasing the level of knowledge and interest of students in studying mathematics; as well as the development of methods for the use of applied tasks in the classroom and the management of students ‘ activities in the preparation of applied tasks. The method of presentation of educational material in the conditions of distance learning is proposed. In the course of distance learning, students learn theoretical material through solving applied problems.

15

Slavíčková, Mária. „Implementation of Digital Technologies into Pre-Service Mathematics Teacher Preparation“. Mathematics 9, Nr. 12 (08.06.2021): 1319. http://dx.doi.org/10.3390/math9121319.

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This paper presents a long-term study of Preservice Mathematics Teachers (PMTs) at the Faculty of mathematics, physics and informatics, Comenius University in Bratislava (FMFI UK), focusing on the implementation of digital technologies (DT) into the teaching of theoretical and practical (or applied) subjects. We conducted parallel research into two aspects, one on Calculus lessons as a theoretical subject, another on the Financial Mathematics module as an applied subject. The implementation of DT and the way this was measured varied from year to year and also in the method of implementation into the aforementioned subjects. The methods of implementation and the results are briefly described, and a comparison of these two subjects in the PMTs’ preparation is also discussed.

16

Stepien, Tracy L., Eric J. Kostelich und Yang Kuang. „Mathematics + Cancer: An Undergraduate "Bridge" Course in Applied Mathematics“. SIAM Review 62, Nr. 1 (Januar 2020): 244–63. http://dx.doi.org/10.1137/18m1191865.

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17

Kohen, Zehavit, und Doron Orenstein. „Mathematical modeling of tech-related real-world problems for secondary school-level mathematics“. Educational Studies in Mathematics 107, Nr. 1 (26.01.2021): 71–91. http://dx.doi.org/10.1007/s10649-020-10020-1.

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AbstractThe use of authentic real-world problems that reflect the applied nature of mathematics is not prevalent in formal secondary school settings. In this study, we explore the interface between workplace mathematics, particularly tech-related real-world (TRW) problems, and school mathematics, through the explication of mathematical modeling. The research questions are (1) in which tech domains can real-world problems be identified that can be addressed using mathematical modeling for the secondary school level? (2) Which methods do engineers use to simplify tech-related problems for non-experts in their field? (3) In which areas in the secondary mathematics curriculum can TRW problems be mapped? We present a three-phase model which yielded the creation of a pool of 169 TRW problems. The first two phases of the model included extracting authentic problems from the work of tech engineers and simplifying them to be meaningful or perceivable to students. These were explored by conducting task-oriented interviews with senior tech engineers and scientists from leading companies and universities. The third phase was accomplished by interviewing mathematics education experts, and included verifying the compatibility of the problems with the formal, secondary-level mathematics curriculum. The study has methodological, theoretical, and practical contributions. These include methodology that enables identifying TRW problems that are compliant with the secondary mathematics curriculum; adding to the literature about mathematical modeling by demonstrating the interface between workplace mathematics and school mathematics; and creating a large pool of TRW problems that can be used in secondary school math lessons.

18

Efklides, Anastasia, und Symeon P. Vlachopoulos. „Measurement of Metacognitive Knowledge of Self, Task, and Strategies in Mathematics“. European Journal of Psychological Assessment 28, Nr. 3 (Januar 2012): 227–39. http://dx.doi.org/10.1027/1015-5759/a000145.

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The present study investigated the validity of the Metacognitive Knowledge in Mathematics Questionnaire (MKMQ), which taps the (1) metacognitive knowledge of the self (easiness/fluency vs. difficulty/lack of fluency the person has had in the past in basic mathematical notions); (2) the metacognitive knowledge of tasks (easy/low demands vs. difficult/high demands mathematical tasks), and (3) the metacognitive knowledge of strategies (cognitive/metacognitive strategies, competence-enhancing strategies, and avoidance strategies that serve coping with lack of fluency in mathematical task processing). The MKMQ was first administered to 311 junior high school students (grades 7 and 9) and then to 214 university students for crossvalidation. Confirmatory factor analyses confirmed the presence of 7-first-order interrelated factors. In both samples the convergent validity was tested correlating the seven factors with measures of self-concept in mathematics and mathematical ability. Predictive ability was tested using regression analyses in which the criterion variables were mean performance and feelings of difficulty in the processing of three mathematical problems. The findings support the theoretical claim that experience of difficulty is playing a critical role in the organization of metacognitive knowledge.

19

Finkel, Daniel E., Christopher Kuster, Matthew Lasater, Rachel Levy, Jill P. Reese und Ilse C. F. Ipsen. „Communicating Applied Mathematics: Four Examples“. SIAM Review 48, Nr. 2 (Januar 2006): 359–89. http://dx.doi.org/10.1137/s0036144504443523.

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20

Arkharov, E. V., und L. Yu Kataeva. „ON SOME THEORETICAL ASPECTS OF THE APPLIED ORIENTATION OF TEACHING STUDENTS IN HIGHER MATHEMATICS“. Современные проблемы науки и образования (Modern Problems of Science and Education), Nr. 6 2019 (2019): 78. http://dx.doi.org/10.17513/spno.29433.

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21

Pálinkás-Molnár, Mónika, und László Bernáth. „Examining the Relations between Dance and Mathematics among First Class Students“. Tánc és Nevelés 1, Nr. 1 (17.08.2020): 21–36. http://dx.doi.org/10.46819/tn.1.1.21-36.

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Dance and mathematics are seemingly very distant concepts at first glance. In the theoretical parts of our study we show how strongly mathematics and spatial abilities are interrelated, including the correlation between dance and spatial abilities as well. Consequently a hypothesis derives that dance develops spatial abilities, through which it develops mathematical skills at the same time. Our research focused on first year primary school students. During the one month course we applied creative children dance and tasks of movement from drama pedagogy. Children’s abilities were measured pre- and after the course classes with a test of both mathematical and spatial skills. According to this research, we could show some improvement in mathematical skills as a result of the development, but there is no significant improvement in spatial skills. We attempted to find out about the reasons of the results we found.

22

Cibulskaitė, Nijolė. „HUMANIZATION OF TEACHING MATHEMATICS IN THE 5TH GRADE: TENDENCIES OF CHANGE IN EDUCATIONAL METHODOLOGY“. ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 3, Nr. 2 (25.08.2011): 11–20. http://dx.doi.org/10.48127/spvk-epmq/11.3.11a.

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One of the main principles on which the education reform in Lithuania was based – was the principle of humanity. Realization of this principle presupposed the provisions of humanization of teaching subjects at school. Search for a theoretical model of humanization of teaching mathemat-ics, which was presented in authors’ dissertation, revealed that one of the most important factors of education process that influence the success of humanization of mathematical education is educa-tional methodology. Educational goals to teach students think critically, solve problems and improve their gen-eral competencies have brought innovations in teaching of mathematics. That is why teachers have developed modern methodology in teaching and learning mathematics. It is appropriate to analyse the change of the teaching methodology, focusing more on the methods of active teaching and learning. By performing scientific educational research on mathematical education, it was sought to accentuate the peculiarities of teaching mathematics and tendencies of change in 5–10th grades of secondary school. By studying education methodology applied by teachers of mathematics it was researched how often teachers of mathematics apply modern learning and teaching activities in the basic school. Results of several researches performed in 2004–2010 in 5th grades are presented in this article and summarized in this aspect. The first research was carried out in 2004, the second – in 2006, the third – in 2008 and the last – in 2010. 162, 173, 186 and 194 students of the V forms of the basic and secondary schools from different Lithuanian regions were interviewed. The research results let draw the conclusions: – mathematics teachers applied such traditional methods as independent work, self–control, work with visual manuals; – mathematics teachers must pay more attention to control in pairs, to work in groups, to the possibilities for choose of the work‘s variant, to emphasize of historical elements; – the frequency of the student‘s work with computers and the project‘s making is increasing now. Key words: humanization of teaching mathematics, process of teaching and learning mathemat-ics, teaching and learning methodology.

23

Henrici, Peter. „Introduction to Applied Mathematics (Gilbert Strang)“. SIAM Review 28, Nr. 4 (Dezember 1986): 590–92. http://dx.doi.org/10.1137/1028182.

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24

Erdeni, Besud Chu. „Superunified Theory of Quantum Fields & Fundamental Interactions“. Journal of Engineering and Applied Sciences Technology 2, Nr. 1 (31.03.2020): 1–5. http://dx.doi.org/10.47363/jeast/2020(2)102.

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This is an introduction to what is anticipated to be the so called final theory of physics. The theory unifies pure (not applied) mathematics and the modern theoretical physics into a universal system of mathematical harmony. It describes the physical Universe as mathematical machine.

25

Klaoudatos, Nicos. „Modelling‐orientated teaching (a theoretical development for teaching mathematics through the modelling process)“. International Journal of Mathematical Education in Science and Technology 25, Nr. 1 (Januar 1994): 69–79. http://dx.doi.org/10.1080/0020739940250109.

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26

W.F.A. „Applied and industrial mathematics“. Mathematics and Computers in Simulation 33, Nr. 2 (August 1991): 182–83. http://dx.doi.org/10.1016/0378-4754(91)90183-4.

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27

Temnikova, Maria. „THE DEVELOPMENT OF WRITTEN COMMUNICATION TRANSVERSAL COMPETENCY IN THE EDUCATION IN MATHEMATICS FOR GRADES 1-4“. Proceedings of CBU in Social Sciences 1 (16.11.2020): 232–37. http://dx.doi.org/10.12955/pss.v1.78.

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Communicational transversal competency represents an important part of the mathematical knowledge, skills and competencies in the process of students’ development in Grade 1-4. The creation and formation of communicational transversal competency helps to put students into an active cognitive position in the course of pedagogical interactions in mathematics classes. Further, creation of communicational transversal competencies develops not only students’ analytic – synthetic activity during the process of solving different types of mathematical tasks but also their creative thinking. This longitudinal research presents some theoretical concepts related to the transversal communicational competency and to its development during the educational process in mathematics in Grade 1-4. During this empirical study a completely new methodology system of work was developed with the purpose to facilitate development of mathematical knowledge, skills and competencies including the communicational transversal competency. The new system was tested and applied during the compulsory, additional and extended classes in mathematics in Grade 1-4 and consequently was improved after the performance of entry and intermediate diagnostic. Also, this article presents some of the mathematical tasks included in the tests. The researcher studied the objectiveness, the validity and the reliability of the diagnostic tools developed for the purpose as well as the tasks included in the tests in respect of their difficulty and separating force. The presented results of the experimental work were processed using mathematics-statistics methods.

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Wightman, A. S. „Studies in Applied Mathematics (Victor Guillemin, ed.)“. SIAM Review 27, Nr. 1 (März 1985): 127–28. http://dx.doi.org/10.1137/1027048.

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29

Lax, Peter D. „The Flowering of Applied Mathematics in America“. SIAM Review 31, Nr. 4 (Dezember 1989): 533–41. http://dx.doi.org/10.1137/1031123.

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30

Opstad, Leiv. „Success in business studies and mathematical background: the case of Norway“. Journal of Applied Research in Higher Education 10, Nr. 3 (02.07.2018): 399–408. http://dx.doi.org/10.1108/jarhe-11-2017-0136.

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Purpose The purpose of this paper is to determine whether the type of mathematics skills developed at secondary school an effect on students’ later success in business studies. At many business schools in Norway, more students are applying than there are places available. The ranking of applications depends on the grade point average (GPA) level, irrespective of the level or type of mathematics studied at secondary school, where the students are free to choose practically orientated or theoretical mathematics. Design/methodology/approach A quantitative analysis (regression model) was applied using data for undergraduate students enrolled in business studies over a three–year period (2012–2014). Findings Students with a non-theoretical background in mathematics obtain systematically lower grades on many courses, especially in core business school subjects. Ranking applicants to business studies courses based on their GPA scores irrespective of their level of mathematics may lead to the admission of less able students. Research limitations/implications There is little information available concerning why students choose different paths in mathematics at upper secondary school, but the decision students make has an influence on their grades in business courses. Originality/value By requiring more knowledge of theoretical mathematics, students’ performance at business school will improve. Changing the admission criteria could improve the quality of graduates and reduce the dropout rate.

31

Bernardes, M., Carla T. L. S. Ghidini, C. Hoppen, A. R. L. Oliveira und P. M. Rodriguez. „A note from the SBMAC“. Trends in Computational and Applied Mathematics 22, Nr. 1 (31.03.2021): i—ii. http://dx.doi.org/10.5540//tcam.2021.022.01.i.

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Trends in Computational and Applied Mathematics is a new journal published by the Brazilian Society for Computational and Applied Mathematics (SBMAC). SBMAC was established in 1978 as a scientific organization aimed at developing and promoting Computational and Applied Mathematics in Brazil. It is a leading environment for researchers, professionals and students working in Applied Mathematics and related fields. Currently, SBMAC has over 300 members and it organizes the largest scientific event in t his field in Latin America, the National Congress of Computational and Applied Mathematics (CNMAC), an annual congress that attracts around 700 attendees. Furthermore, SBMAC organizes regional events and co sponsors many other events in Brazil. In 1999, SBMAC created the journal Tendências em Matemática Aplicada e Computacional (TEMA), which was originally devoted to papers presented at CNMAC and to the dissemination of Applied Mathematics in Portuguese. With the publication of 21 volumes, the jornal has grown and has become a leading Brazilian journal in the field. In the past few years, the great increase in the number of submissions in English, by Brazilian and foreigner researchers alike, shows that TEMA has attracted an international audience and is recognized as an important publication in Computational and Applied Mathematics. The new journal, Trends in Computational and Applied Mathematics, marks the rebirth of TEMA as a truly international journal, yet one that preserves its history and the high profile that it has achieved. Our goals are to publish original research, theoretical developments and case studies on promising themes; to offer an interdisciplinary and reliable international forum; to provide an efficient peer review system, leading to a fast response time to the first decision. For forthcoming issues of TCAM, we invite researchers in Applied Mathematics and related fields to submit papers with innovative and/or relevant contributions to Computational and Applied Mathematics. We hope you enjoy reading the first issue of the new TCAM. We are looking forward to receiving your future contributions, as well as any comments and suggestions you may have. We will try our best to adjust to the expectations of our readership.

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Shyshenko, Inna, Yaroslav Chkana und Olena Martynenko. „PROSPECTS OF THE MOBILE APPLICATIONS USE IN THE PROFESSIONAL TRAINING OF FUTURE TEACHERS OF MATHEMATICS“. Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», Nr. 1(48) (27.05.2021): 444–49. http://dx.doi.org/10.24144/2524-0609.2021.48.444-449.

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The relevance of the problem under consideration. The use of modern developments in the field of mobile digital technologies will intensify the process of teaching professional disciplines in the system of pedagogical education of future teachers of mathematics, which encourages the study of the specifics of using mobile applications in the training of future teachers of mathematics. The purpose of the study is to reveal the possibilities of introducing mobile applications in the process of teaching mathematical disciplines to future mathematics teachers. Research methods. Theoretical (analysis, systematization and generalization of pedagogical and psychological research, curricula for future teachers of mathematics) and empirical (pedagogical observation of the educational process, questionnaires) methods. Results of the research. By mobile learning we mean the process of creating a mobile educational environment with the use of mobile technologies for access to educational resources, implemented in face-to-face and distance forms. Active use of mobile educational applications leads to changes in the content of education, learning technology and in the relations between the participants of the educational process, allows to individualize learning, make it more adequate to the abilities of students. According to the survey results, the least attention in the study of mathematical disciplines is paid to applied mobile applications for mathematical calculations, but specialized programs and applications installed on mobile devices make them real assistants to teachers of mathematical disciplines and students of mathematical specialties. Our survey shows that the mobile application PhotoMath is the most popular among students when studying mathematical disciplines. We analyzed the possibilities of using the mobile application PhotoMath in the study of mathematical analysis by students of pedagogical universities.

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Weinert, Hanns J. „Book Review: The theory of semirings \RM (with applications in mathematics and theoretical computer science\/\RM )“. Bulletin of the American Mathematical Society 30, Nr. 2 (01.04.1994): 313–16. http://dx.doi.org/10.1090/s0273-0979-1994-00476-8.

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Dettman, John W. „Partial Differential Equations of Applied Mathematics (Erich Zauderer)“. SIAM Review 27, Nr. 1 (März 1985): 96–97. http://dx.doi.org/10.1137/1027024.

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Davis, Paul. „Applied Mathematics: A Contemporary Approach (J. David Logan)“. SIAM Review 33, Nr. 1 (März 1991): 137–39. http://dx.doi.org/10.1137/1033029.

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Okazaki, Hiroyuki, und Yasunari Shidama. „Probability on Finite Set and Real-Valued Random Variables“. Formalized Mathematics 17, Nr. 2 (01.01.2009): 129–36. http://dx.doi.org/10.2478/v10037-009-0014-x.

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Probability on Finite Set and Real-Valued Random Variables In the various branches of science, probability and randomness provide us with useful theoretical frameworks. The Formalized Mathematics has already published some articles concerning the probability: [23], [24], [25], and [30]. In order to apply those articles, we shall give some theorems concerning the probability and the real-valued random variables to prepare for further studies.

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Kusiy, M. „STAGES OF HIGHER MATHEMATICS TEACHING FOR FUTURE CIVIL PROTECTION SPECIALISTS“. Bulletin of Lviv State University of Life Safety, Nr. 18 (31.12.2018): 168–72. http://dx.doi.org/10.32447/20784643.18.2018.20.

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Introduction. During the training of emergency specialists, the development of a clear, structured thinking is important. And the mathematical disciplines themselves are aimed at activating the intellectual activity of cadets and students, the ability to think logically, consistently, and reasonably. However, cadets and students consider mathematics to be a complex, inaccessible and not very necessary science. Therefore, there is a need for continuous, continuous development of methods, technologies of forms of training that would increase interest, accessibility to mathematical disciplines and at the same time, were aimed at improving the quality of training of future rescuers. Purpose. Identify the main stages of teaching higher mathematics for future civil defense specialists and substantiate their peculiarities. Methods. The article used methods of scientific knowledge (general), methods used in the empirical and theoretical levels of research (transition from abstract to specific). Results. The basic stages of teaching higher mathematics for future specialists of civil defense are determined: motivation, research, assimilation, application. The proposed stages are analyzed in detail. The regularities that contribute to the increase of motivation (selection of educational material, system approach, creative approach, a variety of forms and methods of teaching, taking into account the specifics of the future profession, the use of innovative teaching technologies) are highlighted. There are three phases of knowledge (curiosity, curiosity, theoretical knowledge). It is determined that for the acquisition of knowledge it is possible to use the information - search type of classes with its microstructure. Planning the microstructure of occupations in the first place should put the level of cognitive activity, awareness and independence in the performance of educational tasks. It is noted that the process of assimilation is the process of internalization of knowledge, putting it into the inner plan of man, and the application is to extraorise knowledge, make it to the outline of human activity. It was investigated that the stage of application of knowledge is divided into two parts (the first is the application of knowledge, skills in standard terms, the second - the transfer of knowledge, skills, skills in new, changed conditions). Examples of applied tasks that can be solved in higher mathematics classes are given. It is substantiated that only in combination of all stages is formed the need for knowledge acquisition and their application. Conclusion. Stages of teaching higher mathematics - a cyclical process that requires constant improvement, hard work of the teacher. Stages of motivation and application combine the same laws (selection of educational material, creative approach, taking into account the specifics of the future profession, the use of innovative teaching technologies). And only in a logical, thought-out combination of these stages can one form the future need for civil protection specialists to expand the knowledge and apply it to practical application.

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Werner, Frank. „Discrete Optimization: Theory, Algorithms, and Applications“. Mathematics 7, Nr. 5 (01.05.2019): 397. http://dx.doi.org/10.3390/math7050397.

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Werner, Frank. „Advances and Novel Approaches in Discrete Optimization“. Mathematics 8, Nr. 9 (25.08.2020): 1426. http://dx.doi.org/10.3390/math8091426.

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Censor, Yair. „The Mathematics of Computerized Tomography (Classics in Applied Mathematics, Vol. 32)“. Inverse Problems 18, Nr. 1 (18.01.2002): 283–84. http://dx.doi.org/10.1088/0266-5611/18/1/601.

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Bucur, Amelia. „About Applications of the Fixed Point Theory“. Scientific Bulletin 22, Nr. 1 (01.06.2017): 13–17. http://dx.doi.org/10.1515/bsaft-2017-0002.

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Abstract The fixed point theory is essential to various theoretical and applied fields, such as variational and linear inequalities, the approximation theory, nonlinear analysis, integral and differential equations and inclusions, the dynamic systems theory, mathematics of fractals, mathematical economics (game theory, equilibrium problems, and optimisation problems) and mathematical modelling. This paper presents a few benchmarks regarding the applications of the fixed point theory. This paper also debates if the results of the fixed point theory can be applied to the mathematical modelling of quality.

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Simon, Martin A., Melike Kara, Nicora Placa und Arnon Avitzur. „Towards an integrated theory of mathematics conceptual learning and instructional design: The Learning Through Activity theoretical framework“. Journal of Mathematical Behavior 52 (Dezember 2018): 95–112. http://dx.doi.org/10.1016/j.jmathb.2018.04.002.

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Burton, G. R., und J. F. Toland. „Ludwig Edward Fraenkel. 28 May 1927—27 April 2019“. Biographical Memoirs of Fellows of the Royal Society 69 (07.10.2020): 175–201. http://dx.doi.org/10.1098/rsbm.2020.0014.

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Edward Fraenkel’s professional career began as an experimentalist at the Royal Aircraft Establishment, Farnborough, but his preoccupation with the theoretical and mathematical aspects of aerodynamics led him into academia, working initially in aerodynamics and classical applied mathematics, but later in the modern theory of nonlinear partial differential equations and its applications to fluid mechanics. He made outstanding contributions to the mathematical theories of viscous flow separation, steady vortex rings and surface waves on water.

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Torbeyns, Joke, Greet Peters, Bert De Smedt, Pol Ghesquière und Lieven Verschaffel. „Subtraction by addition strategy use in children of varying mathematical achievement level: A choice/no-choice study“. Journal of Numerical Cognition 4, Nr. 1 (07.06.2018): 215–34. http://dx.doi.org/10.5964/jnc.v4i1.77.

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We investigated the use of the subtraction by addition strategy, an important mental calculation strategy in children with different levels of mathematics achievement. In doing so we relied on Siegler’s cognitive psychological model of strategy change (Lemaire & Siegler, 1995), which defines strategy competencies in terms of four parameters (strategy repertoire, distribution, efficiency and selection), and the choice/no-choice method (Siegler & Lemaire, 1997), which is essentially characterized by offering items in two types of conditions (choice and no-choice). Participants were 63 11-12-year-olds with varied mathematics achievement levels. They solved multi-digit subtraction problems in the number domain up to 1,000 in one choice condition (choice between direct subtraction or subtraction by addition on each item) and two no-choice conditions (obligatory use of either direct subtraction or subtraction by addition on all items). We distinguished between two types of subtraction problems: problems with a small versus large difference between minuend and subtrahend. Although mathematics instruction only focused on applying direct subtraction, most children reported using subtraction by addition in the choice condition. Subtraction by addition was applied frequently and efficiently, particularly on small-difference problems. Children flexibly fitted their strategy choices to both numerical item characteristics and individual strategy speed characteristics. There were no differences in strategy use between the different mathematical achievement groups. These findings add to our theoretical understanding of children’s strategy acquisition and challenge current mathematics instruction practices that focus on direct subtraction for children of all levels of mathematics achievement.

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Peterson, Ivars. „Searching for New Mathematics“. SIAM Review 33, Nr. 1 (März 1991): 37–42. http://dx.doi.org/10.1137/1033002.

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Pachter, Lior, und Bernd Sturmfels. „The Mathematics of Phylogenomics“. SIAM Review 49, Nr. 1 (Januar 2007): 3–31. http://dx.doi.org/10.1137/050632634.

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Kapila, A. K. „Mathematics in Industrial Problems Mathematics in Industrial Problems, Part 2. (Avner Friedman)“. SIAM Review 32, Nr. 3 (September 1990): 506–7. http://dx.doi.org/10.1137/1032104.

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Wester, Michael. „Mathematics: A System for Doing Mathematics by Computer, Second Edition (Stephen Wolfram)“. SIAM Review 34, Nr. 3 (September 1992): 519–22. http://dx.doi.org/10.1137/1034112.

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Kuscherbayeva, M. R. „APPLIED DIRECTION OF PHYSICAL KNOWLEDGE“. BULLETIN Series of Physics & Mathematical Sciences 69, Nr. 1 (10.03.2020): 236–41. http://dx.doi.org/10.51889/2020-1.1728-7901.41.

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The article discusses the theoretical knowledge of physics of primary school students in accordance with the updated education system, by studying specific examples of their use in everyday life. Students should at a high theoretical and practical level to comprehend the topics that will be held in the main school course of physics. In particular, those students who have chosen in the future a technical specialty are now required to apply in practice the physical knowledge of Bloom's taxonomy. Therefore, it is necessary to pay special attention to the applied direction of mathematics and physics in secondary schools. This article provides an overview of physical phenomena in the primary school with examples that can be found in everyday life and discusses ways to solve them. It also describes a new form of assessing student knowledge, the result of summative assessment.

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Fleira, Roberta Caetano, und Solange Hassan Ahmad Ali Fernandes. „Práticas de ensino para a inclusão de um aluno autista nas aulas de Matemática“. Revista Brasileira de Educação em Ciências e Educação Matemática 1, Nr. 1 (21.12.2017): 104. http://dx.doi.org/10.33238/rebecem.2017.v.1.n.1.18560.

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Resumo: Este trabalho apresenta resultados de uma pesquisa que teve como objetivo analisar as práticas matemáticas de um aluno de catorze anos de idade, com necessidades especiais decorrentes do Transtorno do Espectro Autista (TEA), incluído em uma sala de aula regular de 9°ano. Neste texto, são trazidas reflexões sobre o autismo, algumas considerações teóricas que dão suporte ao estudo e são descritos os procedimentos metodológicos empregados em sete sessões individuais e observações realizadas pela professora e pesquisadora nas aulas de Matemática, nas quais se discutiu o conceito matemático: fatoração de trinômios do segundo grau. No entanto, seguindo as orientações do material didático (apostila), foi necessário trabalhar primeiramente os conceitos de potenciação, radiciação e produtos notáveis. As análises destacam a importância e a influência dos instrumentos mediadores (materiais e semióticos) nas práticas matemáticas do aluno.Palavras-chave: Autismo; Inclusão; Mediação; Práticas Matemáticas. Teaching practices for the inclusion of an autistic student in Mathematics classesAbstract: The project demonstrates the result of a research which had the aim to analyze the practice of mathematic of a student at 14 years old, with special necessities due to the Autism Spectrum Disorder (ASD), included in a ninth grade regular classroom. On this text, reflections about autism, some theoretical considerations that give support to the study and the methodological procedures applied in seven individual sections and the observations done by the teacher and researcher at the mathematics classes, to work the mathematical concept: : factorization of second degree trinomials. However, following the guidelines of the didactic material (apostille), it was necessary to work first on the potentiation concepts, association and remarkable products. The analyzes highlight the importance and the influence of the mediating instruments (materials and semiotics) in the student’s mathematical practices and for their effective inclusion in Mathematics classes.Keywords: Autism; Inclusion; Mediation; Mathematical Practices.