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Thematische Bibliographien / Mathematics Mathematics / Bücher

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Bücher zum Thema „Mathematics Mathematics“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 14. Februar 2022

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1

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

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2

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

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3

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

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4

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

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5

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

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6

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

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7

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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8

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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9

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

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10

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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11

Clark, Colin Whitcomb. Mathematical bioeconomics: The mathematics of conservation. 3. Aufl. Hoboken, N.J: Wiley, 2010.

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12

Project, School Mathematics, Hrsg. Mathematical methods: The School Mathematics Project. Cambridge: Cambridge University Press, 1998.

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13

Massachusetts. Dept. of Education. Mathematics curriculum framework: Achieving mathematical power. Malden, Mass: Commonwealth of Massachusetts, Dept. of Education, 1997.

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14

Mathematical bioeconomics: The mathematics of conservation. 3. Aufl. Hoboken, N.J: Wiley, 2010.

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15

Roth, Wolff-Michael. The Mathematics of Mathematics. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-926-3.

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16

Advanced engineering mathematics with Mathematica and MATLAB. Reading, Mass: Addison-Wesley, 1998.

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17

Sloyer, Clifford W. Fantastiks of mathematiks: Applications of secondary mathematics. Providence, R.I: Janson Publications, 1986.

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18

Ginsburg, Herbert P., Rachael Labrecque, Kara Carpenter und Dana Pagar. New Possibilities for Early Mathematics Education. Herausgegeben von Roi Cohen Kadosh und Ann Dowker. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.029.

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Mathematics instruction for young children should begin early, elaborate on and mathematize children’s everyday mathematics, promote a meaningful integration and synthesis of mathematics knowledge, and advance the development of conceptual understanding, procedural fluency, and use of effective strategies. The affordances provided by computer programs can be used to further these goals by involving children in activities that are not possible with traditional methods. Drawing on research and theory concerning the development of mathematical cognition, learning, and teaching, high quality mathematics software can provide a productive learning environment with several components: (1) useful instructions and demonstrations, scaffolds, and feedback; (2) mathematical tools (like a device that groups objects into tens); and (3) virtual objects, manipulatives and mathematical representations. We propose a five-stage iterative research and development process consisting of (1) coherent design; (2) formative research; (3) revision; (4) learning studies; and (5) summative research. A case study ofMathemAntics, software for children ranging from age 3 to grade 3, illustrates the research and development process. The chapter concludes with implications for early childhood educators, software designers, and researchers.

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19

Packel, Ed. Mathematica for Mathematics Teachers. Inst of Computation, 1996.

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20

León, José Guillermo Sánchez. Mathematica® Beyond Mathematics. Chapman and Hall/CRC, 2017. http://dx.doi.org/10.4324/9781315156149.

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21

Linnebo, Øystein. Truth in Mathematics. Herausgegeben von Michael Glanzberg. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780199557929.013.24.

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This chapter discusses four questions concerning the nature and role of the concept of truth in mathematics. First, the question as to whether the concept of truth is needed in a philosophical account of mathematics is answered affirmatively: a formalist approach to the language of mathematics is inadequate. Next, following Frege, a classical conception of mathematical truth is defended, involving the existence of mathematical objects. The third question concerns the relation between the existence of mathematical objects and the objectivity of mathematical truth. A traditional platonist seeks to explain the latter in terms of the former, while Frege reverses this order of explanation. Finally, the question regarding the extent to which mathematical statements have objective truth-values is discussed.

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22

Stillwell, John. Reverse Mathematics. Princeton University Press, 2019. http://dx.doi.org/10.23943/princeton/9780691196411.001.0001.

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Reverse mathematics is a new field that seeks to find the axioms needed to prove given theorems. Reverse mathematics began as a technical field of mathematical logic, but its main ideas have precedents in the ancient field of geometry and the early twentieth-century field of set theory. This book offers a historical and representative view, emphasizing basic analysis and giving a novel approach to logic. It concludes that mathematics is an arena where theorems cannot always be proved outright, but in which all of their logical equivalents can be found. This creates the possibility of reverse mathematics, where one seeks equivalents that are suitable as axioms. By using a minimum of mathematical logic in a well-motivated way, the book will engage advanced undergraduates and all mathematicians interested in the foundations of mathematics.

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23

Shapiro, Stewart. Philosophy of Mathematics. Herausgegeben von Herman Cappelen, Tamar Szabó Gendler und John Hawthorne. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199668779.013.22.

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This article examines a number of issues and problems that motivate at least much of the literature in the philosophy of mathematics. It first considers how the philosophy of mathematics is related to metaphysics, epistemology, and semantics. In particular, it reviews several views that account for the metaphysical nature of mathematical objects and how they compare to other sorts of objects, including realism in ontology and nominalism. It then discusses a common claim, attributed to Georg Kreisel that the important issues in the philosophy of mathematics do not concern the nature of mathematical objects, but rather the objectivity of mathematical discourse. It also explores irrealism in truth-value, the dilemma posed by Paul Benacerraf, epistemological issues in ontological realism, ontological irrealism, and the connection between naturalism and mathematics.

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24

Magrab, Edward B. Advanced Engineering Mathematics with Mathematica. Taylor & Francis Group, 2020.

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25

Magrab, Edward B. Advanced Engineering Mathematics with Mathematica. Taylor & Francis Group, 2020.

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26

Magrab, Edward B. Advanced Engineering Mathematics with Mathematica. Taylor & Francis Group, 2020.

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27

Stojanovic, Srdjan. Computational Financial Mathematics using Mathematica. Birkhäuser Boston, 2002.

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28

Stojanovic, Srdjan. Computational Financial Mathematics Using Mathematica. Springer, 2012.

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29

Magrab, Edward B. Advanced Engineering Mathematics with Mathematica. Taylor & Francis Group, 2020.

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30

Magrab, Edward B. Advanced Engineering Mathematics with Mathematica. Taylor & Francis Group, 2020.

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31

Bueno, Otávio, und Steven French. Explaining with Mathematics? From Cicadas to Symmetry. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198815044.003.0008.

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The putative explanatory role of mathematics is further pursued in this chapter in the context of the so-called indispensability argument. Our conclusion here is that the possibility of mathematical entities acquiring some explanatory role is not well motivated, even within the framework of an account of explanation that might be sympathetic to such a role. We also consider the claim that certain scientific features have a hybrid mathematico-physical nature, again in the context of a specific example, namely that of spin, but we argue that the assertion of hybridity also lacks strong motivation and comes with associated metaphysical costs. Furthermore, such claims fail to fully grasp the details of the interrelationships between mathematical and physical structures in general and the distinction between the mathematical formalism and its interpretation in particular.

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32

Tosto, Maria G., Claire M. A. Haworth und Yulia Kovas. Behavioural Genomics of Mathematics. Herausgegeben von Roi Cohen Kadosh und Ann Dowker. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.042.

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This chapter evaluates the contribution of behavioral genetics to the understanding of mathematical development. Quantitative genetic methods are introduced first and are followed by a review of the existing literature on the relative contribution of genes and environments to variation in mathematical ability at different ages and in different populations. The etiology of any observed sex differences in mathematics is also discussed. The chapter reviews literature on multivariate twin research into the etiological links between mathematics and other areas of cognition and achievement; between mathematical ability and disability; and between mathematical achievement and mathematical motivation. In the molecular genetic section, the few molecular genetic studies that have specifically explored mathematical abilities are presented. The chapter concludes by outlining future directions of behavioral genetic research into mathematical learning and potential implications of this research.

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33

-. Mathematics in School-Mathematical Association. Financial Times Prentice Hall, 1998.

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34

Mathematical Practices, Mathematics for Teachers. Brooks/Cole, 2014.

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35

Wiltshire, Alan. Mathematical Patterns File (Mathematics Resources). Tarquin, 1989.

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36

Mathematical Maturity Via Discrete Mathematics. Dover Publications, Incorporated, 2019.

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37

Solutions, Pearson Learning. Pearson Custom Mathematics Mathematical Ideas. Pearson, 2011.

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38

Stein, Sherman K. Mathematical Footprints: Discovering Mathematics Everywhere. Wide World Publishing, Tetra, 2000.

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39

Taylor und Tshongwe. Understanding Mathematics (Mathematics: Understanding Mathematics). Maskew Miller Longman Pty.Ltd ,South Africa, 1997.

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40

al, et, und Bopape. Understanding Mathematics (Mathematics: Understanding Mathematics). Maskew Miller Longman Pty.Ltd ,South Africa, 1995.

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41

Taylor und Bopape. Understanding Mathematics (Mathematics: Understanding Mathematics). Maskew Miller Longman Pty.Ltd ,South Africa, 2002.

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42

Taylor, et al und Bopape. Understanding Mathematics (Mathematics: Understanding Mathematics). Maskew Miller Longman Pty.Ltd ,South Africa, 1997.

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43

The Language of Mathematics: Telling Mathematical Tales (Mathematics Education Library). Springer, 2007.

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44

De Smedt, Bert, und Roland H. Grabner. Applications of Neuroscience to Mathematics Education. Herausgegeben von Roi Cohen Kadosh und Ann Dowker. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.48.

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In this chapter, we explore three types of applications of neuroscience to mathematics education: neurounderstanding, neuroprediction, and neurointervention.Neurounderstandingrefers to the idea that neuroscience is generating knowledge on how people acquire mathematical skills and how this learning is reflected at the biological level. Such knowledge might yield a better understanding of the typical and atypical development of school-taught mathematical competencies.Neuropredictiondeals with the potential of neuroimaging data to predict future mathematical skill acquisition and response to educational interventions. Inneurointervention, we discuss how brain imaging data have been used to ground interventions targeted at mathematics learning and how education shapes the neural circuitry that underlies school-taught mathematics. We additionally elaborate on recently developed neurophysiological interventions that have been shown to affect mathematical learning. While these applications offer exciting opportunities for mathematics education, some potential caveats should be considered, which are discussed at the end of this chapter.

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45

Kerkhove, Bart van, und jean paul van bendegem. Perspectives on Mathematical Practices: Bringing Together Philosophy of Mathematics, Sociology of Mathematics, and Mathematics Education. Springer, 2010.

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46

Ruskeepaa, Heikki. Mathematica Navigator: Mathematics, Statistics, and Graphics. 2. Aufl. Elsevier Academic Press, 2004.

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47

Kreyszig, Erwin. Mathematica to Accompany Advanced Engineering Mathematics. 7. Aufl. John Wiley & Sons, 1995.

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48

Magrab, Edward B. Advanced Engineering Mathematics with Mathematica®. CRC Press, 2020. http://dx.doi.org/10.1201/9781003018568.

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49

Kreyszig, Erwin. Advanced Engineering Mathematics, Mathematica Computer Guide. Wiley, 2006.

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50

(Editor), S. Elaydi, R. Abu Saris (Editor), M. Saleh (Editor), S. K. Jain (Editor) und E. S. Titi (Editor), Hrsg. Mathematics & Mathematics Education. World Scientific Publishing Company, 2002.

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