Thematische Bibliographien / Mathematics Mathematics

Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte
  6. Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Mathematics Mathematics“

Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 14. Februar 2022

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Zeitschriftenartikel zum Thema "Mathematics Mathematics"

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Gokkurt, Burcin, Yasin Soylu und Tugba Ornek. „Mathematical language skills of mathematics teachers“. International Journal of Academic Research 5, Nr. 6 (10.12.2013): 238–45. http://dx.doi.org/10.7813/2075-4124.2013/5-6/b.38.

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Rocha, Helena. „Mathematical proof: from mathematics to school mathematics“. Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences 377, Nr. 2140 (21.01.2019): 20180045. http://dx.doi.org/10.1098/rsta.2018.0045.

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Proof plays a central role in developing, establishing and communicating mathematical knowledge. Nevertheless, it is not such a central element in school mathematics. This article discusses some issues involving mathematical proof in school, intending to characterize the understanding of mathematical proof in school, its function and the meaning and relevance attributed to the notion of simple proof. The main conclusions suggest that the idea of addressing mathematical proof at all levels of school is a recent idea that is not yet fully implemented in schools. It requires an adaptation of the understanding of proof to the age of the students, reducing the level of formality and allowing the students to experience the different functions of proof and not only the function of verification. Among the different functions of proof, the function of explanation deserves special attention due to the illumination and empowerment that it can bring to the students and their learning. The way this function of proof relates to the notion of simple proof (and the related aesthetic issues) seems relevant enough to make it, in the future, a focus of attention for the teachers who address mathematical proof in the classroom. This article is part of the theme issue ‘The notion of ‘simple proof’ - Hilbert's 24th problem’.
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A. Kokotov, Yu. „Multiplicative Functions of Numbers Set and Logarithmic Identities. Shannon and factorial logarithmic Identities, Entropy and Coentropy“. Trends Journal of Sciences Research 2, Nr. 1 (30.03.2015): 13–16. http://dx.doi.org/10.31586/mathematics.0201.02.

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Gailey, Stavroula K. „The Mathematics-Children's-Literature Connection“. Arithmetic Teacher 40, Nr. 5 (Januar 1993): 258–61. http://dx.doi.org/10.5951/at.40.5.0258.

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The Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) promotes mathematical power for all students so that they can function a informed citizens in a rapidly changing and technologically complex society. A way of working toward this goal is by investigating connections within mathematics and between mathematics and other instructional areas. The mathematic— children's-literature connection is examined in this article.
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Turton, Roger W. „Mathematical Lens: Tent Mathematics“. Mathematics Teacher 102, Nr. 5 (Dezember 2008): 356–58. http://dx.doi.org/10.5951/mt.102.5.0356.

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Most people go camping to escape the responsibilities of their professional lives. However, for a mathematician, even something as recreational as a tent contains some interesting reminders of mathematical functions. Photograph 1 shows an interior view of one of the zippered flaps of a tent used by the author and his wife for camping.
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Turton, Roger W. „Mathematical Lens: Tent Mathematics“. Mathematics Teacher 102, Nr. 5 (Dezember 2008): 356–58. http://dx.doi.org/10.5951/mt.102.5.0356.

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Most people go camping to escape the responsibilities of their professional lives. However, for a mathematician, even something as recreational as a tent contains some interesting reminders of mathematical functions. Photograph 1 shows an interior view of one of the zippered flaps of a tent used by the author and his wife for camping.
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Karamyshev, Anton N., und Zhanna I. Zaytseva. „“MATHEMATICA” IN TEACHING STUDENTS MATHEMATICS“. Práxis Educacional 15, Nr. 36 (04.12.2019): 610. http://dx.doi.org/10.22481/praxisedu.v15i36.5937.

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The relevance of the topic of the article is due to the process of modernization of higher mathematical education in Russia, which has led to a significant change in curricula and the need to look for ways and forms of training that would allow students to learn the necessary material within the time granted for studying, while obtaining the maximum necessary amount of skills, knowledge, and competencies. The objective of the article is to justify the ways and principles of the development and implementation of new pedagogical and information technologies in the educational process, the organization of professional education of students in technical areas based on the integration of mathematics and computer science. The leading method of the study of this problem is the methodological analysis and subsequent synthesis, which, by analyzing the didactic content of the sections in mathematics and the possibilities of the computer mathematical environment called Mathematica, reveals the necessary methods and ways of developing and using modern computer technologies in the mathematical education of engineering students. It is proved that one of the main tools for implementing the methods for solving the indicated problem should be considered a computer, namely, the mathematical environment called Mathematica, and the basic principles of its systemic implementation in the educational process of the university have been identified. The materials of the article may be useful to teachers of mathematical disciplines of higher educational institutions, the computer programs and pedagogical software products created in Mathematica can serve as models for the development of similar pedagogical software products.
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Murtianto, Yanuar Hery, Sutrisno Sutrisno, Nizaruddin Nizaruddin und Muhtarom Muhtarom. „EFFECT OF LEARNING USING MATHEMATICA SOFTWARE TOWARD MATHEMATICAL ABSTRACTION ABILITY, MOTIVATION, AND INDEPENDENCE OF STUDENTS IN ANALYTIC GEOMETRY“. Infinity Journal 8, Nr. 2 (30.09.2019): 219. http://dx.doi.org/10.22460/infinity.v8i2.p219-228.

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Rapid development of technology for the past two decades has greatly influenced mathematic learning system. Mathematica software is one of the most advanced technology that helps learn math especially in Geometry. Therefore this research aims at investigating the effectiveness of analytic geometry learning by using Mathematica software on the mathematical abstraction ability, motivation, and independence of students. This research is a quantitative research with quasi-experimental method. The independent variable is learning media, meanwhile the dependent variables are students’ mathematical abstraction ability, motivation, and independence in learning. The population in this research was the third semester students of mathematics education program and the sample was selected using cluster random sampling. The samples of this research consisted of two distinct classes, with one class as the experimental class was treated using Mathematica software and the other is the control class was treated without using it. Data analyzed using multivariate, particularly Hotelling’s T2 test. The research findings indicated that learning using Mathematica software resulted in better mathematical abstraction ability, motivation, and independence of students, than that conventional learning in analytic geometry subject.
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Bagaria, Joan. „On Turing’s legacy in mathematical logic and the foundations of mathematics“. Arbor 189, Nr. 764 (30.12.2013): a079. http://dx.doi.org/10.3989/arbor.2013.764n6002.

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Gradini, Ega, und Firmansyah Firmansyah. „Measuring Students’ Mathematical Literacy in Culturally Responsive Mathematics Classroom“. Al-Ta lim Journal 26, Nr. 3 (19.02.2020): 233–42. http://dx.doi.org/10.15548/jt.v26i3.551.

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This paper aims to discuss students’ mathematics literacy in culturally responsive mathematics classroom. Students were taught by culturally responsive mathematics material and examined with a series of test in order to measure their mathematics literacy level. The data collected in this study are quantitative data in the form of scores on students' mathematical abilities that indicate the level of student mathematics literacy. The research was conducted at MAN 1 Takengon with the two groups pre-test and post-test design to determine the differences in mathematical literacy skills of one experimental group and then compare the results with one control group that was not subjected to treatment. The test consists of 6 problems and designed by based on the domain of PISA 2015 questions on every level of mathematical proficiency skills. The research finds that (1) culturally responsive mathematic teaching gives positive effect to students’ mathematical literacy; (2) the level of mathematical literacy of MAN 1 Takengon students lies from level 1 to level 5. There was no student who able to achieve 6thlevel of mathematical literacy; and (3) After culturally responsive mathematics teaching was implemented, from 24 students, there were 4 students at 1st level, 7 students at 2nd level, 10 students at 3rd level, and 2 students at 4th level, and 1 student at 5th level of mathematical literacy.
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Dissertationen zum Thema "Mathematics Mathematics"

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Magal, Oran. „What is mathematical about mathematics?“ Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=119516.

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During a crucial period in the formation of modern-day pure mathematics, Georg Cantor wrote that "the essence of mathematics lies precisely in its freedom". Similarly, David Hilbert, in his landmark work on the axiomatization of geometry, took the view that we are free to interpret the axioms of a mathematical theory as being about whatever can be made to satisfy them, independently of pre-axiomatic ideas, seemingly intuitive truths, or typical empirical scientific applications of that theory. Cantor's and Hilbert's emphasis on the independence of pure mathematics from philosophical preconceptions, empirical applications, and so on raises the question: what is it about?In this dissertation, I argue that essential to mathematics is a certain kind of structural abstraction, which I characterise in detail; furthermore, I maintain that this abstraction has to do with combination and manipulation of symbols. At the same time, I argue that essential to mathematics is also a certain kind of conceptual reflection, and that there is a sense in which mathematics can be said to be a body of truths by virtue of the meaning of its concepts. I argue further that a certain ongoing interplay of intuitive content on the one hand and abstraction or idealization on the other hand plays a significant part in shaping pure mathematics into its modern, axiomatic form. These arguments are made in the course of analyzing and building on the work of both historical and contemporary figures.
À une période cruciale de la formation des mathématiques pures modernes, Georg Cantor déclara que « l'essence des mathématiques, c'est la liberté ». De même, David Hilbert, dont l'oeuvre sur l'axiomatisation de la géométrie fut une étape charnière de l'élaboration des mathématiques modernes, soutenait que nous sommes libres d'interpréter les axiomes d'une théorie mathématique comme se rapportant à tout objet qui leur est conforme, indépendemment des idés préconçues, de ce qui semble intuitivement vrai et des applications scientifiques habituelles de la théorie en question. L'emphase que mettent Cantor et Hilbert sur l'indépendance des mathématiques pures des conceptions philosophiques préalables et des applications empiriques suscite la question: sur quoi, au fond, portent les mathématiques?Dans cette dissertation, je soutiens qu'une certaine forme d'abstraction structurelle, que je décris en détail, est essentielle aux mathématiques; de plus, je maintiens qu'à la base de cette abstraction sont la combinaison et la manipulation de symboles. En même temps, j'estime qu'au coeur des mathématiques est aussi un certain type de réflexion conceptuelle et qu'il existe un sens dans lequel les mathématiques sont un ensemble de vérités en vertu de la signification de leurs concepts. Je conclue qu'une intéraction continue entre le contenu intuitif d'un côté et l'abstraction ou l'idéalisation de l'autre joue un rôle important dans le développement des mathématiques axiomatiques modernes. J'avance ces arguments sur la base d'une analyse de travaux tant historiques que contemporains.
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Gates, Miriam Rebecca Galpin. „Mathematics Teacher Educators’ Visions for Mathematical Inquiry in Equitable Mathematics Spaces:“. Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108775.

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Thesis advisor: Lillie R. Albert
In mathematics education, there is an imperative for more just and equitable experiences in mathematics spaces, as well as ongoing efforts to move classroom instruction toward mathematical inquiry. While Mathematics Teacher Educators (MTEs) are expected to support multiple initiatives in mathematics education, they are particularly responsible for the professional learning of teachers and teacher candidates. MTEs must therefore prepare and support the professional learning of teachers to achieve twin goals. This study was designed to understand how MTEs envision their roles in supporting development of teachers across MTEs’ many professional functions in their work toward the twin goals of equity and inquiry. The findings suggest that identifying the forms mathematical knowledge takes is important for mathematical inquiry and that interrogating these forms can be used to counter pervasive social myths about who can do mathematics. Further, MTEs articulated three interrelated values for application of mathematics inquiry teaching for justice and equity: creating space, supporting sense-making, and naming how power and privilege have operated and continue to operate in mathematics spaces. Finally, MTEs described how mathematics inquiry practices are a mode for understanding the world and can be used to promote equity by uncovering biases and assumptions. These findings suggest a promising avenue for leveraging mathematical inquiry to increase equitable outcomes in mathematics spaces
Thesis (PhD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Gordon, Calvert Lynn Melanie. „Mathematical conversations within the practice of mathematics“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0027/NQ39532.pdf.

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Newing, A. „Mathematical recreations as a source of new mathematics“. Thesis, University of Bristol, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.355096.

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Wilensky, Uriel Joseph. „Connected mathematics : builiding concrete relationships with mathematical knowledge“. Thesis, Massachusetts Institute of Technology, 1993. http://hdl.handle.net/1721.1/29066.

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Ferdinand, Victor Allen. „An elementary mathematics methods course and preservice teachers' beliefs about mathematics and mathematical pedagogy: A case study /“. The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488191124570001.

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Piatek-Jimenez, Katrina L. „Undergraduate mathematics students' understanding of mathematical statements and proofs“. Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280643.

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This dissertation takes a qualitative look at the understanding of mathematical statements and proofs held by college students enrolled in a transitional course, a course designed to teach students how to write proofs in mathematics. I address the following three research questions: (1) What are students' understandings of the structure of mathematical statements? (2) What are students' understandings of the structure of mathematical proofs? (3) What concerns with the nature of proof do students express when writing proofs? Three individual interviews were held with each of the six participants of the study during the final month of the semester. The first interview was used to gain information about the students' mathematical backgrounds and their thoughts and beliefs about mathematics and proofs. The second and third interviews were task-based, in which the students were asked to write and evaluate proofs. In this dissertation, I document the students' attempts and verbal thoughts while proving mathematical statements and evaluating proofs. The results of this study show that the students often had difficulties interpreting conditional statements and quantified statements of the form, "There exists...for all..." These students also struggled with understanding the structure of proofs by contradiction and induction proofs. Symbolic logic, however, appeared to be a useful tool for interpreting statements and proof structures for those students who chose to use it. When writing proofs, the students tended to emphasize the need for symbolic manipulation. Furthermore, these students expressed concerns with what needs to be justified within a proof, what amount of justification is needed, and the role personal conviction plays within formal mathematical proof. I conclude with a discussion connecting these students' difficulties and concerns with the social nature of mathematical proof by extending the theoretical framework of the Emergent Perspective (Cobb & Yackel, 1996) to also include social norms, sociomathematical norms, and the mathematical practices of the mathematics community.
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Shabel, Lisa A. „Mathematics in Kant's critical philosophy : reflections on mathematical practice /“. New York : Routledge, 2003. http://catalogue.bnf.fr/ark:/12148/cb38959242q.

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Bergman, Ärlebäck Jonas. „Mathematical modelling in upper secondary mathematics education in Sweden“. Doctoral thesis, Linköpings universitet, Tillämpad matematik, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-54318.

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The aim of this thesis is to investigate and enhance our understanding of the notions of mathematical models and modelling at the Swedish upper secondary school level. Focus is on how mathematical models and modelling are viewed by the different actors in the school system, and what characterises the collaborative process of a didactician and a group of teachers engaged in designing and developing, implementing and evaluating teaching modules (so called modelling modules) exposing students to mathematical modelling in line with the present mathematics curriculum. The thesis consists of five papers and reports, along with a summary introduction, addressing both theoretical and empirical aspects of mathematical modelling. The thesis uses both qualitative and quantitative methods and draws partly on design-based research methodology and cultural-historical activity theory (CHAT). The results of the thesis are presented using the structure of the three curriculum levels of the intended, potentially implemented, and attained curriculum respectively. The results show that since 1965 and to the present day, gradually more and more explicit emphasis has been put on mathematical models and modelling in the syllabuses at this school level. However, no explicit definitions of these notions are provided but described only implicitly, opening up for a diversity of interpretations. From the collaborative work case study it is concluded that the participating teachers could not express a clear conception of the notions mathematical models or modelling, that the designing process often was restrained by constraints originating from the local school context, and that working with modelling highlights many systemic tensions in the established school practice. In addition, meta-results in form of suggestions of how to resolve different kinds of tensions in order to improve the study design are reported. In a questionnaire study with 381 participating students it is concluded that only one out of four students stated that they had heard about or used mathematical models or modelling in their education before, and the expressed overall attitudes towards working with mathematical modelling as represented in the test items were negative. Students’ modelling proficiency was positively affected by the students’ grade, last taken mathematics course, and if they thought the problems in the tests were easy or interesting. In addition empirical findings indicate that so-called realistic Fermi problems given to students working in groups inherently evoke modelling activities.
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Rodd, Mary Melissa. „Mathematical warrants, objects and actions in higher school mathematics“. Thesis, Open University, 1998. http://oro.open.ac.uk/54372/.

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'Higher school mathematics' connotes typical upper secondary school and early college mathematics. The mathematics at this level is characterised by moves to (1) rigour in justification,(2) abstraction in content and (3) fluency in symbolic manipulation. This thesis investigates these three transitions - towards rigour, abstraction, and tluencyusing philosophical method: for each of the three transitions a proposition is presented and arguments are given in favour of that proposition. These arguments employ concepts and results from contemporary English language-medium philosophy and also rely crucially on classroom issues or accounts of mathematical experience both to elucidate meaning and for the domain of application. These three propositions, with their arguments, are the three sub-theses at the centre of the thesis as a whole. The first of these sub-theses (1) argues that logical deduction, quasi-empiricism and visualisation are mathematical warrants, while authoritatively based justification is essentially non-mathematical. The second sub-thesis (2) argues that the reality of mathematical entities of the sort encountered in the higher school mathematics curriculum is actual not metaphoric. The third sub-thesis (3) claims that certain 'mathematical action' can be construed as non-propositional mathematical knowledge. The application of these general propositions to mathematics in education yields the following: 'coming to know mathematics' involves:(1) using mathematical warrants for justification and self conviction; (2) ontological commitment to mathematical objects; and (3)developing a capability to execute some mathematical procedures automatically.
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Bücher zum Thema "Mathematics Mathematics"

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Engineering mathematics with Mathematica. New York: McGraw Hill, 1995.

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The Mathematica guidebook: Mathematics in Mathematica. New York: Telos, 2000.

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Gray, Theodore W. Exploring mathematics with Mathematica: Dialogs concerning computers and mathematics. Redwood City, Calif: Addison-Wesley, 1991.

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Philip, Crooke, Hrsg. Mathematics and Mathematica for economists. Cambridge, Mass: Blackwell, 1997.

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Nunes, Terezinha. Street mathematics and school mathematicss. New York: Cambridge U P, 1993.

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McDuffie, Amy Roth, Hrsg. Mathematical Modeling and Modeling Mathematics. Reston, VA: National Council of Teachers of Mathematics, 2016.

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Litvinov, G. L., und V. P. Maslov, Hrsg. Idempotent Mathematics and Mathematical Physics. Providence, Rhode Island: American Mathematical Society, 2005. http://dx.doi.org/10.1090/conm/377.

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Stojanovic, Srdjan. Computational Financial Mathematics using MATHEMATICA®. Boston, MA: Birkhäuser Boston, 2003. http://dx.doi.org/10.1007/978-1-4612-0043-7.

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Mathematic navigator: Mathematics, statistics, and graphics. 3. Aufl. Amsterdam: Elsevier, 2009.

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Yuhno, Natal'ya. Mathematics. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1002604.

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The textbook presents: theoretical material, solved multi-level tasks on topics and practical exercises, test tasks, theoretical questions that form the communicative competence of students in independent work. Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation. It is intended for studying theoretical material and performing independent work in mathematics within the framework of the mandatory hours provided for by the work programs in the discipline PD. 01 "Mathematics: algebra, the beginning of mathematical analysis, geometry" for students of the specialties 23.02.03 "Maintenance and repair of motor transport", 13.02.11"Technical operation and maintenance of electrical and electromechanical equipment (by industry)".
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Buchteile zum Thema "Mathematics Mathematics"

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Vázquez, Luis. „Applied Mathematics (Mathematical Physics, Discrete Mathematics, Operations Research)“. In Encyclopedia of Sciences and Religions, 114–19. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-1-4020-8265-8_1248.

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Buchberger, B. „Mathematica: doing mathematics by computer?“ In Texts and Monographs in Symbolic Computation, 2–20. Vienna: Springer Vienna, 1997. http://dx.doi.org/10.1007/978-3-7091-6531-7_1.

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Šikić, Zvonimir. „Mathematical Logic: Mathematics of Logic or Logic of Mathematics“. In Guide to Deep Learning Basics, 1–6. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37591-1_1.

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Closs, Michael P. „Mathematics: Maya Mathematics“. In Encyclopaedia of the History of Science, Technology, and Medicine in Non-Western Cultures, 2857–62. Dordrecht: Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-007-7747-7_9401.

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Closs, Michael P. „Mathematics: Aztec Mathematics“. In Encyclopaedia of the History of Science, Technology, and Medicine in Non-Western Cultures, 2852–56. Dordrecht: Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-007-7747-7_8748.

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Pollack, Henry. „Mathematical modeling and discrete mathematics“. In Discrete Mathematics in the Schools, 99–104. Providence, Rhode Island: American Mathematical Society, 2000. http://dx.doi.org/10.1090/dimacs/036/11.

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Voiron-Canicio, Christine. „Geography, Mathematics and Mathematical Morphology“. In Lecture Notes in Computer Science, 520–30. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-38294-9_44.

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Sriraman, Bharath, Narges Yaftian und Kyeong Hwa Lee. „Mathematical Creativity and Mathematics Education“. In The Elements of Creativity and Giftedness in Mathematics, 119–30. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-439-3_8.

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Voigt, Jörg. „Negotiation of Mathematical Meaning and Learning Mathematics“. In Learning Mathematics, 171–94. Dordrecht: Springer Netherlands, 1994. http://dx.doi.org/10.1007/978-94-017-2057-1_6.

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Wittmann, Erich Christian. „The Mathematical Training of Teachers from the Point of View of Education“. In Connecting Mathematics and Mathematics Education, 49–60. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61570-3_4.

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AbstractThe paper describes an approach to integrating the mathematical and educational components in teacher training which is based on elaborating educational and psychological aspects inherent in “good mathematics”.
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Konferenzberichte zum Thema "Mathematics Mathematics"

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Grootenboer, Peter. „Mathematics education: Building mathematical identities“. In 28TH RUSSIAN CONFERENCE ON MATHEMATICAL MODELLING IN NATURAL SCIENCES. AIP Publishing, 2020. http://dx.doi.org/10.1063/5.0000581.

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Schoenefeld, Dale A., und Roger L. Wainwright. „Integration of discrete mathematics topics into the secondary mathematics curriculum using Mathematica“. In the twenty-fourth SIGCSE technical symposium. New York, New York, USA: ACM Press, 1993. http://dx.doi.org/10.1145/169070.169353.

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Wickham-Jones, Tom. „Exploring the Beauty of Mathematics with Mathematica“. In Electronic Visualisation and the Arts (EVA 2014). BCS Learning & Development, 2014. http://dx.doi.org/10.14236/ewic/eva2014.59.

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Wilkerson, Trena L. „Connecting Effective Mathematics Teaching Practices and Mathematical Practices“. In 1st International Conference on Mathematics and Mathematics Education (ICMMEd 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210508.033.

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Watt, Stephen M. „On the Mathematics of Mathematical Handwriting Recognition“. In 12th International Symposium on Symbolic and Numeric Algorithms for Scientific Computing (SYNASC 2010). IEEE, 2010. http://dx.doi.org/10.1109/synasc.2010.93.

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6

Prayitno, Sudi, Ulfa Lu’luilmaknunn, Nyoman Sridana und Sri Subarinah. „Analyzing the Ability of Mathematics Students as Prospective Mathematics Teachers on Multiple Mathematical Representation“. In 2nd Annual Conference on Education and Social Science (ACCESS 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210525.096.

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7

Tazawa, Y. „Experimental Education System of Mathematics based on Mathematica“. In Proceedings of the Fifth International Mathematica Symposium. PUBLISHED BY IMPERIAL COLLEGE PRESS AND DISTRIBUTED BY WORLD SCIENTIFIC PUBLISHING CO., 2003. http://dx.doi.org/10.1142/9781848161313_0025.

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Shabanova, Maria. „EXPERIMENTAL MATHEMATICS AND MATHEMATICS EDUCATION“. In SGEM 2014 Scientific SubConference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b13/s3.042.

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Carvalho, Paula, und Paula Oliveira. „Mathematics or Mathematics for Engineering?“ In 2018 3rd International Conference of the Portuguese Society for Engineering Education (CISPEE). IEEE, 2018. http://dx.doi.org/10.1109/cispee.2018.8593463.

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Xiaoyuan, Luo, und Liu Jun. „Review of Mathematical Modeling in Applied Mathematics Education“. In 2013 Fourth International Conference on Intelligent Systems Design and Engineering Applications (ISDEA). IEEE, 2013. http://dx.doi.org/10.1109/isdea.2013.530.

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Berichte der Organisationen zum Thema "Mathematics Mathematics"

1

Bailey, David H., Jonathan M. Borwein, David Broadhurst und Wadim Zudilin. Experimental Mathematics and Mathematical Physics. Office of Scientific and Technical Information (OSTI), Juni 2009. http://dx.doi.org/10.2172/964375.

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2

Swetz, Frank J. Mathematics in India. Washington, DC: The MAA Mathematical Sciences Digital Library, März 2009. http://dx.doi.org/10.4169/loci003292.

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3

Hammer, Peter L. Discrete Applied Mathematics. Fort Belvoir, VA: Defense Technical Information Center, Mai 1993. http://dx.doi.org/10.21236/ada273552.

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4

Babicheva, Irina. Presentation and script for the student mathematical KVN "Relaxing with mathematics". Science and Innovation Center Publishing House, November 2020. http://dx.doi.org/10.12731/presentation_and_script.

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Annotation:
Презентация и сценарий для студенческого математического КВН «Отдыхаем с математикой» демонстрируют один из возможных вариантов проведения данного мероприятия. Материалы разработаны для оказания методической поддержки организаторам предметных КВН. В математическом КВН могут участвовать две и более команд по 5-7 человек в каждой. КВН составлен из 10 конкурсов: «Визитная карточка», «Биатлон», «Математики шутят», «Ба! Знакомые все лица!», «Шифровальщики», «Эрудицион», «Математика танцует», «Черный ящик», «Перевертыши» и домашнее задание на тему «Как я люблю математику». Все конкурсы сопровождаются музыкой, встроенной в слайды презентации. Условия проведения конкурсов , содержание, критерии оценивания вынесены на слайды и прописаны в сценарии. Ответы к конкурсам имеются в сценарии КВН. Положение о проведении мероприятия также представлено в сценарии. Продолжительность игры – 2 часа. Для работы жюри разработана судейская таблица. Предлагаемые конкурсы легко адаптировать для проведения КВН по другим дисциплинам, на их базе придумывать новые. Все зависит от задумки и творчества организаторов этой игры.
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Mhaskar, Hrushikesh N. Research Area 3: Mathematical Sciences: 3.4, Discrete Mathematics and Computer Science. Fort Belvoir, VA: Defense Technical Information Center, Mai 2015. http://dx.doi.org/10.21236/ada625542.

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6

Dagan, Samuel. Mathematics Animations with SVG. Washington, DC: The MAA Mathematical Sciences Digital Library, August 2009. http://dx.doi.org/10.4169/loci003318.

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7

Jaffe, A., und Shing-Tung Yau. [Mathematics and string theory]. Office of Scientific and Technical Information (OSTI), Januar 1993. http://dx.doi.org/10.2172/6327345.

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8

Jaffe, A., S. Klimek, B. Greene und S.-T. Yau. (Mathematics and string theory). Office of Scientific and Technical Information (OSTI), Januar 1989. http://dx.doi.org/10.2172/5148870.

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9

McClure, Donald E. Fellowship in Applied Mathematics. Fort Belvoir, VA: Defense Technical Information Center, Oktober 1989. http://dx.doi.org/10.21236/ada232742.

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10

Yau, Shing-Tung. Mathematics and string theory. Office of Scientific and Technical Information (OSTI), November 2002. http://dx.doi.org/10.2172/809056.

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