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Zeitschriftenartikel zum Thema „Mathematics Mathematics“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 14. Februar 2022

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1

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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2

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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4

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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10

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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Salafudin, Salafudin, Muhamad Sugeng Sholahuddin, Heni Lilia Dewi und Alimatus Sholikhah. „Character Education Through Realistic Mathematics Learning Based On Ethnomathematics“. Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang 5, Nr. 2 (19.07.2021): 211. http://dx.doi.org/10.31331/medivesveteran.v5i2.1623.

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Mathematics is a discipline that can improve thinking skills. However, in reality, the mathematics thinking skills of elementary school students are still low. This is because the mathematics learning used is not optimal and still uses conventional learning. In the process of mathematics learning, there is an integration of character values with mathematics material. Character building through mathematics learning has not been done relatively. The current mathematical concept can be related to cultural activities called ethnomathematics. Through ethnomathematics, mathematics learning becomes more realistic. The purpose of this research is to build students’ character and improve student’s mathematic learning achievement through developing student worksheets with a mathematical approach based on ethnomathematics. The methods of the research were research and development by using steps including preliminary study, design, development, and dissemination. The result of the research is student's worksheets fulfill valid, practical, and effective criteria. The result of the validity of teaching media shows that the average number is 96 % with very good criteria. The effectiveness test shows that there is a distinction of student’s achievement before and after the treatment and the student’s achievement on average is increased. Based on the analysis of student's answers on student worksheets, four characters are built through the learning process with a realistic mathematic approach based on ethnomathematics, such as creativity, independence, curiosity, and nationality. Keywords: character building, realistic mathematics learning, ethnomathematics.

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Murawski, Roman. „Mathematics and Theology in the Thought of Nicholas of Cusa“. Logica Universalis 13, Nr. 4 (November 2019): 477–85. http://dx.doi.org/10.1007/s11787-019-00232-2.

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Abstract Nicholas of Cusa was first of all a theologian but he was interested also in mathematic and natural sciences. In fact philosophico-theological and mathematical ideas were intertwined by him, theological and philosophical ideas influenced his mathematical considerations, in particular when he considered philosophical problems connected with mathematics and vice versa, mathematical ideas and examples were used by him to explain some ideas from theology. In this paper we attempt to indicate this mutual influence. We shall concentrate on the following problems: (1) the role and place of mathematics and mathematical knowledge in knowledge in general and in particular in theological knowledge, (2) ontology of mathematical objects and their origin, in particular their relations to God and their meaning for the description of the world and physical reality, (3) infinity in mathematics versus infinity in theology and their mutual relations and connections. It will be shown that—according to Nicholas—mathematics and mathematical thinking are tools of rationalization of theology and liberating it in a certain sense from the trap of apophatic theology.

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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

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Azlan, Noor Akmar, und Mohd Faizal Nizam Lee Abdullah. „Komunikasi matematik : Penyelesaian masalah dalam pengajaran dan pembelajaran matematik“. Jurnal Pendidikan Sains Dan Matematik Malaysia 7, Nr. 1 (27.04.2017): 16–31. http://dx.doi.org/10.37134/jsspj.vol7.no1.2.2017.

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Based on the study of mathematic problems created by Clements in 1970 and 1983 in Penang, it was found that students in Malaysia do not have a problem of serious thought. However, the real problem is related to read, understand and make the right transformation when solving mathematical problems, especially those involving mathematical word problem solving. Communication is one of the important elements in the process of solving problems that occur in the teaching and learning of mathematics. Students have the opportunities to engage in mathematic communication such as reading, writing and listening and at least have two advantages of two different aspects of communication which are to study mathematics and learn to communicate mathematically. Most researchers in the field of mathematics education agreed, mathematics should at least be studied through the mail conversation. The main objective of this study is the is to examine whether differences level of questions based on Bloom’s Taxonomy affect the level of communication activity between students and teachers in the classroom. In this study, researchers wanted to see the level of questions which occur with active communication and if not occur what is the proper strategy should taken by teachers to promote the effective communication, engaging study a group of level 4 with learning disabilities at a secondary school in Seremban that perform mathematical tasks that are available. The study using a qualitative approach, in particular sign an observation using video as the primary method. Field notes will also be recorded and the results of student work will be taken into account to complete the data recorded video. Video data are primary data for this study. Analysis model by Powell et al., (2013) will was used to analyze recorded video. Milestones and critical during this study will be fully taken into account.

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Habibi, Andrik, und Tri Novita Irawati. „The Application of Probing Prompting Learning (PPL) Model with Realistic Mathematics Education (RME) Approach to Increase Understanding of Student Mathematics Concepts“. Jurnal Axioma : Jurnal Matematika dan Pembelajaran 4, Nr. 1 (31.01.2019): 33–43. http://dx.doi.org/10.36835/axi.v4i1.342.

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Understanding of mathematical concepts is the ability of students to understand facts related to mathematics which can be expressed again in easily understood languages. The problem examined in this study is research on improving mathematical understanding of integer operations through the application of Probing Prompting Learning (PPL) with Realistic Mathematic Education (RME) approach. The method used is observation, documentation, interviews, and test methods, while the data analysis uses the percentage formula of the results of observations and the percentage of completeness of learning outcomes formula. Keyword: probing prompting learning, realistic mathematic education

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Parshall, Karen Hunger, und Jan P. Hogenduk. „The History of Mathematics, the History of Science, Mathematics, andHistoria Mathematica“. Historia Mathematica 23, Nr. 1 (Februar 1996): 1–5. http://dx.doi.org/10.1006/hmat.1996.0001.

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17

Usiskin, Zalman. „Mathematical Modeling and Pure Mathematics“. Mathematics Teaching in the Middle School 20, Nr. 8 (April 2015): 476–82. http://dx.doi.org/10.5951/mathteacmiddscho.20.8.0476.

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Common situations, like planning air travel, can become grist for mathematical modeling and can promote the mathematical ideas of variables, formulas, algebraic expressions, functions, and statistics.

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Ochkov, Valery, und Elena Bogomolova. „Teaching Mathematics with Mathematical Software“. Journal of Humanistic Mathematics 5, Nr. 1 (Januar 2015): 265–85. http://dx.doi.org/10.5642/jhummath.201501.15.

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Wares, Arsalan. „Mathematical art and artistic mathematics“. International Journal of Mathematical Education in Science and Technology 51, Nr. 1 (26.02.2019): 152–56. http://dx.doi.org/10.1080/0020739x.2019.1577996.

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Wares, Arsalan. „Mathematical Art or Artistic Mathematics?“ Math Horizons 27, Nr. 3 (13.01.2020): 13–15. http://dx.doi.org/10.1080/10724117.2019.1676557.

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Morales, Armando, Edgardo Locia, Otilio B. Mederos, Melvis Ramírez und José María Sigarreta. „The Theoretical didactic approach to the counterexample in mathematics“. INTERNATIONAL JOURNAL OF RESEARCH IN EDUCATION METHODOLOGY 9 (01.01.2019): 1510–17. http://dx.doi.org/10.24297/ijrem.v9i1.8013.

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This article describes a theoretical-didactic approach to the counterexample within mathematics and its process of teaching-learning, emphasizing the importance of inducing a logical thinking by introducing counterexamples as a process of maturation of mathematical thinking. In addition, it is argued that the counterexamples are not very used in the teaching of mathematics, unlike the important role they have in the professional mathematic activity.

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Bhardwaj, Suyash, Seema Kashyap und Anju Shukla. „A Novel Approach For Optimization In Mathematical Calculations Using Vedic Mathematics Techniques“. MATHEMATICAL JOURNAL OF INTERDISCIPLINARY SCIENCES 1, Nr. 1 (02.07.2012): 23–34. http://dx.doi.org/10.15415/mjis.2012.11002.

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Lesnussa, Yopi Andry. „Realistic Mathematics Education (RME) Provides Great Benefits for Students in Indonesia“. Jurnal Aplikasi Multidisiplinari Filsafat dan Sains (JAMFAS) 1, Nr. 1 (24.01.2019): 001–6. http://dx.doi.org/10.30598/jamfasvol1iss1pp001-006y2018.

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Mathematics as a part of basic science is considered very difficult, especially for students from elementary school to high school. To facilitate the process of learning mathematics has been developed many new learning methods by experts in mathematics education, one of them is realistic mathematics education. Realistic mathematics education is one of therenewed learning methods on basic mathematical concepts that related to the context, illustrations, and based on everyday life situations. Besides realistic mathematics education motivated students to be more active and creative in solving mathematical problems according to real conditions, it also more emphasize cooperative and communicative learning so that students are more interested in learning mathematics. This encourages the government to include realistic mathematics education in the curriculum of basic education and also through the provision of training and education for teachers. It is expected that the education system that accommodates Realistic Mathematic Education can increase the interesting of students' learning

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Molina, J. A. López, und M. Trujillo. „Mathematica Software in Engineering Mathematics Classes“. International Journal of Mechanical Engineering Education 33, Nr. 3 (Juli 2005): 244–50. http://dx.doi.org/10.7227/ijmee.33.3.6.

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In this paper we show the advantages of using Mathematica software in engineering mathematics classes through the study of an example problem concerning heat conduction in a slab. Firstly the problem is solved from the point of view of a parabolic model of heat conduction, and secondly from the viewpoint of a hyperbolic model.

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Darlington, E. „Contrasts in mathematical challenges in A-level Mathematics and Further Mathematics, and undergraduate mathematics examinations“. Teaching Mathematics and its Applications 33, Nr. 4 (24.08.2014): 213–29. http://dx.doi.org/10.1093/teamat/hru021.

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Karimova K.R., Mamatov M. SH ,. „The Trend of Development and Functions of Mathematic Contemplation in Elementary School Boys“. Psychology and Education Journal 58, Nr. 2 (01.02.2021): 1486–93. http://dx.doi.org/10.17762/pae.v58i2.2299.

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Here given the features, characteristic qualities of mathematic thinking and possibilities of increasing it during teaching mathematics in primary classes relatively to the formation of separate forms of mathematical thinking from the methods of teaching the mathematics, methods of scientific thinking.

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Hrytsiuk, O. „СИСТЕМИ КОМП’ЮТЕРНОЇ МАТЕМАТИКИ ЯК ЗАСІБ ФОРМУВАННЯ МАТЕМАТИЧНОЇ КОМПЕТЕНТНОСТІ СТУДЕНТІВ У ПРОЦЕСІ НАВЧАННЯ ВИЩОЇ МАТЕМАТИКИ“. Transactions of Kremenchuk Mykhailo Ostrohradskyi National University 3 (28.06.2019): 11–18. http://dx.doi.org/10.30929/1995-0519.2019.3.11-18.

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Wang, Xiao Gang. „Significance of Mathematization of Philosophical Problems from the Angle of Broadspectrum Philosophy“. Advanced Materials Research 433-440 (Januar 2012): 6315–18. http://dx.doi.org/10.4028/www.scientific.net/amr.433-440.6315.

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Whether philosophy can realize mathematization has long been controversial. As the mathematics develops a nonquantative branch- structural mathematics, however, mathematization of philosophy has a turnaround. Broadspectrum philosophy which makes use of structural mathematics has established a generally applicable as well as precise mathematical model for many philosophical problems, giving a positive answer to whether the philosophy can be mathematized. Mathematizaiton of philosophy allows more accurate and clear distinction of people’s expression in meaning, gives ideas the visible characteristics, makes philosophy an analyzable discipline, and realizes routinization of philosophical methods. Hegel was well versed in mathematics but opposed “Extreme Mathematic Attitude”, since he thought recognizing all the objects from the mathematic standpoint of “Quantity or Quantitative Relationship” would ignore the qualitative difference among the objects.［1］P239 Hegel’s opinion was based on the traditional mathematic which takes the Quantitative Relationship as the foundation. Holding the same evidence as Hegel's, most philosophers nowadays still suspect that the philosophy can be mathematized. When the modern mathematics has developed a new nonquantative branch, the Structural Mathematics, the philosophy mathematization, however, meets a turning point. Opposed to Quantitative Mathematics, the Structural Mathematics focuses on research of mathematic relationship and structure on the basis of abstract set theory. Since the structural mathematics doesn't rely on quantity and quantitative relationship, it can be combined in research of philosophy which usually doesn’t possess quantitative characteristics. Establishment of Broadspectrum Philosophy is a successful attempt. With full application of set theory, symbolic logic, modern algebra, transformation group theory and graph theory, Broadspectrum Philosophy constructs a generally applicable as well as precise mathematical mode for many philosophical problems, bringing a fundamental change to the philosophy. This paper attempts to make some preliminary analysis on the significance of establishment of Broadspectrum Philosophy.

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Pasaribu, Joy Frandero Yoni Astra, und Louise M. Saija. „IMPROVEMENT OF MATHEMATICAL PROBLEM SOLVING ABILITIES USING MISSOURI MATHEMATICS PROJECT LEARNING MODEL“. Abstract Proceedings International Scholars Conference 7, Nr. 1 (18.12.2019): 1539–49. http://dx.doi.org/10.35974/isc.v7i1.1161.

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Introduction: Mathematical problem solving ability is very important in mathematic learning, because is can help students to solve daily life problems better. But the students mathematical problem solve ability is not high yet, one of the factor is because many students only know the standard procedures of solving mathematics problems, and when the given problem are different from the examples they tend to give up easily. This comparative design study aims to find out the improvement of students mathematical problem solving ability using Missouri Mathematics Project (MMP) learning model with individual assignments and small group assignments, and to find out whether there are differences between those two. Method: The sample in this study was VII grade students at SMP Advent Cimindi and SMP Advent II Bandung, Bandung. The instruments used in the study are mathematical problem solving test and questionnaire for response toward the Missouri Mathematics Project (MMP) learning model as the non-test instrument. Result: The results showed that the improvement of mathematical problem solving abilities of students who obtained the Missouri Mathematics Project (MMP) learning model with individual assignments and students who obtained the Missouri Mathematics Project (MMP) learning model by assigning small groups was categorized as high. Statistically, there is a significant difference in the students mathematical problem solving improvement after being taught using Missouri Mathematics Project (MMP) learning model, between students who get individual assignments and small group assignments. The response questionnaire result shows that students who acquire individual assignments like the Missouri Mathematics Project (MMP) learning model, more further the students who acquire group assignments really like the Missouri Mathematics Project (MMP) learning model.

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Schoenefeld, Dale A., und Roger L. Wainwright. „Integration of discrete mathematics topics into the secondary mathematics curriculum using Mathematica“. ACM SIGCSE Bulletin 25, Nr. 1 (März 1993): 78–82. http://dx.doi.org/10.1145/169073.169353.

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Simbolon, Novi. „Understanding the Concept of Mathematics and Mathematical Representation in Mathematics Teaching“. International Journal for Research in Applied Science and Engineering Technology 6, Nr. 4 (30.04.2018): 5062–68. http://dx.doi.org/10.22214/ijraset.2018.4825.

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Trisnawati, Trisnawati, Rani Pratiwi und Winia Waziana. „The effect of realistic mathematics education on student's mathematical communication ability“. Malikussaleh Journal of Mathematics Learning (MJML) 1, Nr. 1 (05.05.2018): 31. http://dx.doi.org/10.29103/mjml.v1i1.741.

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This study aims to obtain a description of the application of Realistic Mathematic Education (RME) that can improve students' mathematical communication ability. The type of research used is a classroom action research that refers to the design of Kemmis and Mc.Taggart research they are planning, action, observation, and reflection. The results showed that Implementation of mathematics learning with Realistic Mathematics Education (RME) approach that can improve mathematical communication ability is a mathematics learning that has been done in accordance with RME characteristics, That is: use of real context (teacher presents a contextual problem and ask the student to understand the given problem). use of mathematical models (the students modeling by using props to solve problem), use of student production and construction in learning (the teacher gives opportunity to all students to solve the problem, and invite students to deliver the answer), existence of interaction (interaction occurs between teacher and students, and between student one with another), and the existence of integration (combines one unit of mathematics with other units also have integrated with other scientific fields).

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Litwiller, Bonnie H., und David R. Duncan. „Combinatorics Connections: Playoff Series and Pascal's Triangle“. Mathematics Teacher 85, Nr. 7 (Oktober 1992): 532–35. http://dx.doi.org/10.5951/mt.85.7.0532.

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One major theme of the National Council of Teachers of Mathematic's Curriculum and Evaluation Standards far School Mathematics (1989) is the connection between mathematical ideas and their applications to real-world situations. We shall use concepts from discrete mathematics in describing the relationship between sports series and Pascal's triangle.

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Collison, Judith. „Using Performance Assessment to Determine Mathematical Dispositions“. Arithmetic Teacher 39, Nr. 6 (Februar 1992): 40–47. http://dx.doi.org/10.5951/at.39.6.0040.

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The proliferation of information and information technology demands educational change, especially in mathematics. The emphasis must shift from mere acquisition to the use of information to deepen mathematical understanding and appreciation. The NCTM 's Curriculum and Evaluation Standards (1989) envisions a new curriculum. Among its goals are the development of “mathematical power,” or “numeracy” (National Research Council 1989) and an appreciation of the beauty and power of mathematic (NCTM 1989). Mathematics instruction must not merely expand students' knowledge of mathematics but must also foster intellectual courage and a set of positive personal attitudes, or dispositions, that enable and empower students.

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35

Buss, Samuel, Ulrich Kohlenbach und Michael Rathjen. „Mathematical Logic: Proof Theory, Constructive Mathematics“. Oberwolfach Reports 8, Nr. 4 (2011): 2963–3002. http://dx.doi.org/10.4171/owr/2011/52.

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36

Buss, Samuel, Ulrich Kohlenbach und Michael Rathjen. „Mathematical Logic: Proof Theory, Constructive Mathematics“. Oberwolfach Reports 11, Nr. 4 (2014): 2933–86. http://dx.doi.org/10.4171/owr/2014/52.

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37

Buss, Samuel, Rosalie Iemhoff, Ulrich Kohlenbach und Michael Rathjen. „Mathematical Logic: Proof Theory, Constructive Mathematics“. Oberwolfach Reports 14, Nr. 4 (18.12.2018): 3121–83. http://dx.doi.org/10.4171/owr/2017/53.

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38

Jaqua, Kathy M. C. „Mathematical Selfies: Students' Real-World Mathematics“. Mathematics Teacher 111, Nr. 1 (September 2017): 54–59. http://dx.doi.org/10.5951/mathteacher.111.1.0054.

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39

Davis, Brent, und Tony Brown. „Encircling Mathematical Knowing and Mathematics Knowledge“. Journal for Research in Mathematics Education 30, Nr. 1 (Januar 1999): 111. http://dx.doi.org/10.2307/749632.

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40

ÜNVEREN BİLGİÇ, Emine Nur, und Ayşe Zeynep AZAK. „Mathematics Teachers’ Views on Mathematical Thinking“. Journal of Computer and Education Research 7, Nr. 13 (30.04.2019): 109–19. http://dx.doi.org/10.18009/jcer.531911.

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41

Liu, Shu Li. „Mathematical Literacy and College Mathematics Education“. Advanced Materials Research 271-273 (Juli 2011): 1370–73. http://dx.doi.org/10.4028/www.scientific.net/amr.271-273.1370.

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Mathematics, being an important part of human culture, plays a significant role in both spiritual life and material life of people. Mathematical literacy is one of the most basic scientific literacies, which is of far-reaching importance to cultivate mathematical literacy of students in college mathematics education. This paper elaborates the contents of mathematical literacy, discusses the necessity of cultivating mathematical literacy of college students, and proposes effective approaches of improving the literacy of college students.

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42

Fuat, T. Nusantara, E. B. Irawan und S. Irawati. „Students’ mathematical conviction in Mathematics proof“. IOP Conference Series: Earth and Environmental Science 243 (09.04.2019): 012133. http://dx.doi.org/10.1088/1755-1315/243/1/012133.

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43

Arseven, Ayla. „Mathematical Modelling Approach in Mathematics Education“. Universal Journal of Educational Research 3, Nr. 12 (Dezember 2015): 973–80. http://dx.doi.org/10.13189/ujer.2015.031204.

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44

Knuth, Eric J., und Blake E. Peterson. „Fostering Mathematical Curiosity: Highlighting the Mathematics“. Mathematics Teacher 96, Nr. 8 (November 2003): 574–79. http://dx.doi.org/10.5951/mt.96.8.0574.

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In “Fostering Mathematical Curiosity” (Knuth 2002), Eric Knuth discusses the idea of problem posing as a means of fostering students' mathematical curiosity. A mathematician colleague, after reading the article, commented that a significant amount of the mathematics in the discussion of the various problems and their solutions had been “left out” —and he was right. The author's primary intent in writing that article, however, was to illustrate “what it might mean to engage students in problem posing and how teachers might begin to create classroom environments that encourage, develop, and foster mathematical curiosity” (Knuth 2002, p. 126), not to discuss in detail the mathematics underlying the solutions to the problems posed.

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45

Reed, Michael C. „Mathematical Biology is Good for Mathematics“. Notices of the American Mathematical Society 62, Nr. 10 (01.11.2015): 1172–76. http://dx.doi.org/10.1090/noti1288.

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46

Riyanto, B., Zulkardi, R. I. I. Putri und Darmawijoyo. „Mathematical modeling in realistic mathematics education“. Journal of Physics: Conference Series 943 (Dezember 2017): 012049. http://dx.doi.org/10.1088/1742-6596/943/1/012049.

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47

Hutauruk, A. J. B., und N. Priatna. „Mathematical Resilience of Mathematics Education Students“. Journal of Physics: Conference Series 895 (September 2017): 012067. http://dx.doi.org/10.1088/1742-6596/895/1/012067.

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48

FELSENSTEIN, J. „Mathematics vs. Evolution: Mathematical Evolutionary Theory.“ Science 246, Nr. 4932 (17.11.1989): 941–42. http://dx.doi.org/10.1126/science.246.4932.941.

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49

Lalli, Laura Tedeschini. „Mathematical Machines: A Laboratory for Mathematics“. Nexus Network Journal 11, Nr. 2 (Juli 2009): 317–24. http://dx.doi.org/10.1007/s00004-009-0095-4.

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50

Buss, Samuel, Rosalie Iemhoff, Ulrich Kohlenbach und Michael Rathjen. „Mathematical Logic: Proof Theory, Constructive Mathematics“. Oberwolfach Reports 17, Nr. 4 (13.09.2021): 1693–757. http://dx.doi.org/10.4171/owr/2020/34.

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