Relevant bibliographies by topics / Contributions to mathematics

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Contributions to mathematics'

Author: Grafiati
Published: 4 June 2021
Last updated: 4 February 2022

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Journal articles on the topic "Contributions to mathematics"

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Dewar, Jacqueline. "Mathematics: Contributions by Women." Humanistic Mathematics Network Journal 1, no. 6 (May 1991): 56–59. http://dx.doi.org/10.5642/hmnj.199101.06.14.

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Moyer, Patricia S. "Patterns and Symmetry: Reflections of Culture." Teaching Children Mathematics 8, no. 3 (November 2001): 140–44. http://dx.doi.org/10.5951/tcm.8.3.0140.

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Many contributions of diverse cultures foster a rich understanding of mathematics. Knowing how one's culture has contributed to mathematics and how these contributions enhance our cultural environment supports the acquisition of mathematical power. However, discussing culture in mathematics classrooms for a one-week celebration of women in mathematics or a one-month recognition of the contributions of African Americans is not enough. Cultural learning that recognizes race, ethnicity, gender, and social class should be woven into the fabric of mathematics lessons throughout the year. Yet many teachers have limited backgrounds in promoting culturally relevant mathematics in meaningful ways.
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Kai Shun, Mr Lam. "The Critics and Contributions of Mathematical Philosophy in Hong Kong Secondary Education." Academic Journal of Applied Mathematical Sciences, no. 71 (November 25, 2020): 16–26. http://dx.doi.org/10.32861/ajams.71.16.26.

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There are various schools of mathematical philosophy. However, none of them can be founded on mathematics alone. At the same time, there are two types of mathematical proof styles: Dialectic and algorithm mathematical proof. The relationship between proof and philosophy is to study philosophical problems with mathematical models. This type of proof is important to Hong Kong Secondary education. In addition, teachers should explain the connection between mathematics-based subjects, such as physics, so that lessons are more interesting rather than technical. Mathematics relates to nearly all other subjects, and as such has the role of a ‘public servant’ when it comes to serving them. One role of mathematics is to act as a ‘rational’ instrument for various subjects. This can be shown in many ancient human activities, such as Daoism and Liu Hiu, together with their symbolic representations. These examples are similar to Jewish culture; when discussing confidence, Abraham is often mentioned due to being the “Father of Confidence”. Thus, it may be said that mathematics is more than just a servant—it is also a cultural subject that has been recorded throughout history. To conclude, other than mathematical proof, Hong Kong teachers should also allow students to learn the cultural context behind various topics and subjects.
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Radu, Mircea. "Justus Grassmann's Contributions to the Foundations of Mathematics: Mathematical and Philosophical Aspects." Historia Mathematica 27, no. 1 (February 2000): 4–35. http://dx.doi.org/10.1006/hmat.1999.2266.

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Pride, Stephen J. "CONTRIBUTIONS TO GROUP THEORY (Contemporary Mathematics, 33)." Bulletin of the London Mathematical Society 17, no. 6 (November 1985): 610–12. http://dx.doi.org/10.1112/blms/17.6.610.

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David, Herbert A. "Euler’s Contributions to Mathematics Useful in Statistics." American Statistician 65, no. 1 (February 2011): 37–42. http://dx.doi.org/10.1198/tast.2011.09266.

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Pomini, Mario. "The Early Mathematics of Welfare." History of Political Economy 52, no. 4 (August 1, 2020): 683–707. http://dx.doi.org/10.1215/00182702-8603997.

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Bruno de Finetti (1906–1985) is well known as the founder of the subjective theory of probability. Less known is his contribution to economic theory. The article presents the contributions of de Finetti in the field of welfare economics. He advanced a new mathematical tool: the theory of simultaneous maxima. On this base, he criticized the laissez-faire interpretation of the Paretian theory and advanced the idea of a social welfare function, reflecting the debate on economic planning among Italian corporatist economists.
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Herbel-Eisenmann, Beth A. "Using Student Contributions and Multiple Representations to Develop Mathematical Language." Mathematics Teaching in the Middle School 8, no. 2 (October 2002): 100–105. http://dx.doi.org/10.5951/mtms.8.2.0100.

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Allen, Katie, David Giofrè, Steve Higgins, and John Adams. "Working memory predictors of written mathematics in 7- to 8-year-old children." Quarterly Journal of Experimental Psychology 73, no. 2 (September 5, 2019): 239–48. http://dx.doi.org/10.1177/1747021819871243.

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There is extensive evidence for the involvement of working memory in mathematical attainment. This study aims to identify the relative contributions of verbal, spatial-simultaneous, and spatial-sequential working memory measures in written mathematics. Year 3 children (7–8 years of age, n = 214) in the United Kingdom were administered a battery of working memory tasks alongside a standardised test of mathematics. Confirmatory factor analyses and variance partitioning were then performed on the data to identify the unique variance accounted for by verbal, spatial-simultaneous, and spatial-sequential measures. Results revealed the largest individual contribution was that of verbal working memory, followed by spatial-simultaneous factors. This suggests the components of working memory underpinning mathematical performance at this age are those concerning verbal-numeric and spatial-simultaneous working memory. Implications for educators and further research are discussed.
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Hussain, Liya Khaulah Asy-Syaimaa', and Ahmad Faizuddin Ramli. "Contributions of Islamic Civilization to The Mathematics Development." Wawasan: Jurnal Ilmiah Agama dan Sosial Budaya 2, no. 2 (December 31, 2017): 199–208. http://dx.doi.org/10.15575/jw.v2i2.1450.

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Dissertations / Theses on the topic "Contributions to mathematics"

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Eckert, Andreas. "Contributing to develop contributions : - a metaphor for teaching in the reform mathematics classroom." Doctoral thesis, Linnéuniversitetet, Institutionen för matematik (MA), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-64024.

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This thesis aims at contributing to the theoretical research discourse on teaching mathematics. More precise, to explore a teacher’s role and actions while negotiating meaning of mathematical objects in discursive transformative practices in mathematics. The focus is to highlight the teacher as an active contributor to the classroom mathematical discourse, having an important role in shaping the mathematics. At the same time, the teacher is acknowledged as an individual who learns and develops as a lesson and semester progress. Three research papers illustrate the state, at that time, of an inductive analysis of three teachers, teaching a series of lessons based on probability theory at two Swedish primary schools. The teachers worked together with the students to explore an unknown sample space, made up out of an opaque bottle with coloured marbles within that showed one marble at each turn of the bottle. They had to construct mathematical tools together to help them solve the mystery. The analysis focused on teacher–student interactions during this exploration, revealing complex connections in the process of teaching. The three papers presented the development of a theoretical framework named Contributing to Develop Contributions (CDC). The frameworks’ fundamental idea is that teachers learn as they teach, using the teaching metaphor learning to develop learning. That metaphor was developed, in light of the ongoing empirical analysis, into CDC by drawing on a theoretical idea that learning can be viewed as contributing to the collaborative meaning making in the classroom. Teaching and teacher learning are described and understood as reflexive processes in relation to in-the-moment teacher-student interaction. Contributing to develop contributions consists of three different ways of contributing. The analytical categories illustrate how students’ opportunities to contribute to the negotiation of mathematical meaning are closely linked to teachers’ different ways of contributing. The different ways are Contributing one’s own interpretations of mathematical objects, Contributing with others’ interpretations of mathematical objects, and Contributing by eliciting contributions. Each way of contributing was found to have the attributes Transparency, Role-taking and Authority. Together, these six categories show teacher– student interaction as a complex dynamical system where they draw on each other and together negotiate meaning of mathematical objects in the classroom. This thesis reveals how the teaching process can be viewed in terms of learning on different levels. Learning as thought of in terms of contributing to the negotiation of meaning in the moment-to-moment interaction in the classroom. By contributing you influence the collective’s understanding as well as your own. A teacher exercises and develops ways of contributing to the negotiation of meaning of mathematical objects, in order to develop students’ contributions. In a wider perspective, the analysis showed development over time in terms of transformation. The teachers were found to have transformed their understanding of classroom situations in light of the present interactions. Contributing to the negotiation of meaning in the classroom was understood as a process in such transformation, in the ever ongoing becoming of a mathematics teacher.
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Heninger, Alicia Marie. "Ambiguous Student Contributions and Teacher Responses to Clarifiable Ambiguity in Secondary Mathematics Classrooms." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8471.

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Different types of ambiguous student contributions occur in mathematics classrooms. In this study I identified (1) different types of ambiguous student contributions and (2) the different ways teachers respond to one particular kind of ambiguous contribution, clarifiable ambiguity. Note that clarifiable ambiguity is ambiguity that stems from a student who uses an unclear referent in their contribution and can be clarified in the moment by the particular student. Literature has focused only on ambiguity that has the potential to further the development of mathematical concepts and has only theorized about teacher responses to this specific type of ambiguity. This study identified an additional three types of ambiguous student contributions: Student Appropriation of Teacher Ambiguity, Irrelevant Ambiguity, and General Ambiguity. It was important to identify all the different types of ambiguous student contributions because teacher responses should likely be different to the different types of ambiguity. In addition, through analyzing the teacher responses to the clarifiably ambiguous student contributions, this study found that teachers addressed the clarifiably ambiguous student contributions about half the time. When the teachers did address the clarifiable ambiguity, the majority of the time the teacher clarified the ambiguity themselves with the most common response being the teacher honed in on the clarifiably ambiguity and asked for confirmation from the student on the accuracy of the clarification.
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Marcus, Sherry Elizabeth 1966. "Contributions to higher recursion theory." Thesis, Massachusetts Institute of Technology, 1993. http://hdl.handle.net/1721.1/28018.

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Seetapun, David. "Contributions to recursion theory." Thesis, University of Cambridge, 1991. https://www.repository.cam.ac.uk/handle/1810/251510.

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Carlström, Jesper. "Partiality and Choice : Foundational Contributions." Doctoral thesis, Stockholm University, Department of Mathematics, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-475.

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The subject of the thesis is foundational aspects of partial functions (Papers 1, 2 & 4) and some choice principles (Papers 3 & 4) in the context of constructive mathematics.

Paper 1 studies the inversion functions of commutative rings. The foundational problem of having them only partially defined is overcome by extending them to total functions. This cannot be done constructively unless the rings themselves are extended at the same time. We study such extensions, called wheels. It is investigated how identities for wheels relate to identities for commutative rings.

Paper 2 studies the foundations of partial functions in Martin-Löf's type theory according to the view of subsets as propositional functions, in particular in connection with equivalence relations that the functions are supposed to preserve. The first and second isomorphism theorems of algebra are verified, showing that our approach is flexible enough for some natural mathematical proofs to be carried out.

Paper 3 shows that the difference between the principles of intensional and extensional choice can be described as the principle of excluded middle plus a certain mild extensionality principle, which follows from the principle that functions are identical if they are identical at every point.

Paper 4 studies a constructive calculus of indefinite and definite descriptions. It has the property that it can be interpreted straightforwardly in type theory with all terms referring to individuals. In this respect it differs from other constructive calculi of descriptions, which are known to be conservative extensions of description-free calculi but for which descriptions cannot be interpreted as referring to individuals in general.

The appendix includes a predicative version of Birkhoff's theorem. It states that if a class of algebras is closed under homomorphic images, subalgebras and products and contains a set-indexed family of algebras that satisfies the same identities as the class, then the class can be axiomatized by a set of equations.

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Ferreira, Jose Antonio de Sousa Jorge. "Some contributions to stochastic modelling." Thesis, University of Sheffield, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.312790.

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Marais, Magdaleen Suzanne. "Contributions to centralizers in matrix rings." Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5154.

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Thesis (PhD (Mathematics))--University of Stellenbosch, 2010.
ENGLISH ABSTRACT: THE concept of a k-matrix in the full 2 2 matrix ring M2(R=hki), where R is an arbitrary unique factorization domain (UFD) and k is an arbitrary nonzero nonunit in R, is introduced. We obtain a concrete description of the centralizer of a k-matrix bB in M2(R=hki) as the sum of two subrings S1 and S2 ofM2(R=hki), where S1 is the image (under the natural epimorphism fromM2(R) toM2(R=hki)) of the centralizer in M2(R) of a pre-image of bB, and where the entries in S2 are intersections of certain annihilators of elements arising from the entries of bB. Furthermore, necessary and sufficient conditions are given for when S1 S2, for when S2 S1 and for when S1 = S2. It turns out that if R is a principal ideal domain (PID), then every matrix in M2(R=hki) is a k-matrix for every k. However, this is not the case in general if R is a UFD. Moreover, for every factor ring R=hki with zero divisors and every n > 3 there is a matrix for which the mentioned concrete description is not valid. Finally we provide a formula for the number of elements of the centralizer of bB in case R is a UFD and R=hki is finite.
AFRIKAANSE OPSOMMING: DIE konsep van ’n k-matriks in die volledige 2 2 matriksring M2(R=hki), waar R ’n willekeurige unieke faktoriseringsgebied (UFG) en k ’n willekeurige nie-nul nie-inverteerbare element in R is, word bekendgestel. Ons verkry ’n konkrete beskrywing van die sentraliseerder van ’n k-matriks bB in M2(R=hki) as die som van twee subringe S1 en S2 van M2(R=hki), waar S1 die beeld (onder die natuurlike epimorfisme van M2(R) na M2(R=hki)) van die sentraliseerder in M2(R) van ’n trubeeld vanbB is, en die inskrywings van S2 die deursnede van sekere annihileerders van elemente afkomstig van die inskrywings van bB is. Verder word nodige en voldoende voorwaardes gegee vir wanneer S1 S2, vir wanneer S2 S1 en vir wanneer S1 = S2. Dit blyk dat as R ’n hoofideaalgebied (HIG) is, dan is elke matriks in M2(R=hki) ’n k-matriks vir elke k. Dit is egter nie in die algemeen waar indien R ’n UFG is nie. Meer nog, vir elke faktorring R=hki met nuldelers en elke n > 3 is daar ’n matriks waarvoor die bogenoemde konkrete beskrywing nie geldig is nie. Laastens word ’n formule vir die aantal elemente van die sentraliseerder van bB verskaf, indien R ’n UFG en R=hki eindig is.
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Liu, Fu Ph D. Massachusetts Institute of Technology. "Contributions to the theory of Ehrhart polynomials." Thesis, Massachusetts Institute of Technology, 2006. http://hdl.handle.net/1721.1/34542.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Mathematics, 2006.
Includes bibliographical references (p. 89-91).
In this thesis, we study the Ehrhart polynomials of different polytopes. In the 1960's Eugene Ehrhart discovered that for any rational d-polytope P, the number of lattice points, i(P,m), in the mth dilated polytope mP is always a quasi-polynomial of degree d in m, whose period divides the least common multiple of the denominators of the coordinates of the vertices of P. In particular, if P is an integral polytope, i(P, m) is a polynomial. Thus, we call i(P, m) the Ehrhart (quasi-)polynomial of P. In the first part of my thesis, motivated by a conjecture given by De Loera, which gives a simple formula of the Ehrhart polynomial of an integral cyclic polytope, we define a more general family of polytopes, lattice-face polytopes, and show that these polytopes have the same simple form of Ehrhart polynomials. we also give a conjecture which connects our theorem to a well-known fact that the constant term of the Ehrhart polynomial of an integral polytope is 1. In the second part (joint work with Brian Osserman), we use Mochizuki's work in algebraic geometry to obtain identities for the number of lattice points in different polytopes. We also prove that Mochizuki's objects are counted by polynomials in the characteristic of the base field.
by Fu Liu.
Ph.D.
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Worthing, Rodney A. (Rodney Alan). "Contributions to the variational theory of convection." Thesis, Massachusetts Institute of Technology, 1996. http://hdl.handle.net/1721.1/10577.

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Lee, Yoonweon. "Contributions to regularized determinants of elliptic operators /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487864485229135.

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Books on the topic "Contributions to mathematics"

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Pardalos, Panos M., and Themistocles M. Rassias, eds. Contributions in Mathematics and Engineering. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-31317-7.

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1923-, Kapur Jagat Narain, ed. Āryabhata: Life and contributions. New Delhi: New Age International Publishers, 1996.

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Jha, Parmeshwar. Āryabhaṭa I and his contributions to mathematics. Patna: Bihar Research Society, 1988.

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Emch, Gérard G., R. Sridharan, and M. D. Srinivas, eds. Contributions to the History of Indian Mathematics. Gurgaon: Hindustan Book Agency, 2005. http://dx.doi.org/10.1007/978-93-86279-25-5.

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Albeverio, Sergio A. Advances in Analysis, Probability and Mathematical Physics: Contributions of Nonstandard Analysis. Dordrecht: Springer Netherlands, 1995.

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Animalu, Alexander O. E., S. O. Iyahen, and H. O. Tejumola. Contributions to the development of mathematics in Nigeria. Abuja, Nigeria: National Mathematical Centre, 2000.

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Lomonaco, Samuel, ed. Quantum Information Science and Its Contributions to Mathematics. Providence, Rhode Island: American Mathematical Society, 2010. http://dx.doi.org/10.1090/psapm/068.

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Mookerjee, Asutosh. Mathematical contributions of Sir Asutosh Mookerjee: Contemporaneity and relevance. Kolkata: Asutosh Mookerjee Memorial Institute, 2009.

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Asutosh, Mookerjee. Mathematical contributions of Sir Asutosh Mookerjee: Contemporaneity and relevance. Kolkata: Asutosh Mookerjee Memorial Institute, 2009.

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E, Curtis Frank, and SpringerLink (Online service), eds. Modeling and Optimization: Theory and Applications: Selected Contributions from the MOPTA 2010 Conference. New York, NY: Springer New York, 2012.

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Book chapters on the topic "Contributions to mathematics"

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Tieszen, Richard. "Mathematics." In Contributions to Phenomenology, 439–43. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-017-5344-9_99.

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Ballard, Edward Goodwin. "On Kants Philosophic Grammar of Mathematics." In Contributions To Phenomenology, 155–74. Dordrecht: Springer Netherlands, 1989. http://dx.doi.org/10.1007/978-94-009-2368-3_11.

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Linnebo, Øystein. "Putnam on Mathematics as Modal Logic." In Outstanding Contributions to Logic, 249–67. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-96274-0_14.

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Coquand, Thierry. "Lorenzen and Constructive Mathematics." In Paul Lorenzen -- Mathematician and Logician, 47–61. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65824-3_4.

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Abstract The goal of this paper is to present a short survey of some of Lorenzen’s contributions to constructive mathematics, and its influence on recent developments in mathematical logic and constructive algebra. We also present some work in measure theory which uses these contributions in an essential way.
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Sriram, M. S. "Algorithms in Indian Mathematics." In Contributions to the History of Indian Mathematics, 153–82. Gurgaon: Hindustan Book Agency, 2005. http://dx.doi.org/10.1007/978-93-86279-25-5_7.

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Srinivas, M. D. "Proofs in Indian Mathematics." In Contributions to the History of Indian Mathematics, 209–48. Gurgaon: Hindustan Book Agency, 2005. http://dx.doi.org/10.1007/978-93-86279-25-5_9.

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Chekroun, Mickaël D., Honghu Liu, and Shouhong Wang. "Stochastic Invariant Manifolds: Background and Main Contributions." In SpringerBriefs in Mathematics, 9–12. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-12496-4_2.

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Cook, Roy T. "Bibliography of Hilary Putnam’s Writings in Logic and Mathematics." In Outstanding Contributions to Logic, 9–14. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-96274-0_2.

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Bianchini, Barbara L., Lilian Nasser, Lourdes Onuchic, and Sonia B. C. Igliori. "Mathematics Education at University Level: Contributions from Brazil." In Mathematics Education in Brazil, 85–101. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-93455-6_5.

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Abramovich, S. "Applications of Quasiconvexity." In Contributions in Mathematics and Engineering, 1–23. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-31317-7_1.

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Conference papers on the topic "Contributions to mathematics"

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RESTUCCIA, G. "MONOMIAL ORDERS IN THE VAST WORLD OF MATHEMATICS." In Selected Contributions from the 8th SIMAI Conference. WORLD SCIENTIFIC, 2007. http://dx.doi.org/10.1142/9789812709394_0046.

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Van Zoest, Laura R., Shari L. Stockero, Keith R. Leatham, Blake E. Peterson, and Joshua M. Ruk. "Articulating the student mathematics in student contributions." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-354.

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Tausczik, Yla R., and James W. Pennebaker. "Predicting the perceived quality of online mathematics contributions from users' reputations." In the 2011 annual conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/1978942.1979215.

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Combadão, Jaime, M. Gabriela M. Gomes, Theodore E. Simos, George Psihoyios, and Ch Tsitouras. "HIV Stages Contributions to the Epidemic, Due to a Changing Viral Load." In NUMERICAL ANALYSIS AND APPLIED MATHEMATICS: International Conference on Numerical Analysis and Applied Mathematics 2009: Volume 1 and Volume 2. AIP, 2009. http://dx.doi.org/10.1063/1.3241396.

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Fishchuk, I. I., A. Kadashchuk, S. T. Hoffmann, S. Athanasopoulos, J. Genoe, H. Bässler, and A. Köhler. "Analytic model of hopping transport in organic semiconductors including both energetic disorder and polaronic contributions." In INTERNATIONAL CONFERENCE ON ANALYSIS AND APPLIED MATHEMATICS (ICAAM 2014). AIP Publishing LLC, 2014. http://dx.doi.org/10.1063/1.4893509.

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Kong, Dejun, Fuming Ma, and Fuming Ma. "The Contributions of Arabic Scholars in the field of Science and Mathematics in Medieval Times." In Proceedings of the 2019 4th International Conference on Humanities Science and Society Development (ICHSSD 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ichssd-19.2019.1.

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Beckwith, Andrew Walcott. "Representing massive gravitons, as a way to quantify early universe magnetic field contributions to space-time, created by non linear electrodynamics." In PROCEEDINGS OF THE INTERNATIONAL CONFERENCE ON NUMERICAL ANALYSIS AND APPLIED MATHEMATICS 2014 (ICNAAM-2014). AIP Publishing LLC, 2015. http://dx.doi.org/10.1063/1.4912542.

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Hasibuan, Nurul, and Nurjanah Nurjanah. "Contributions of Self-Regulated Learning, Disposition Mathematically and Habits of Mind Against Mathematical Problem Solving Ability Students." In Proceedings of the 7th Mathematics, Science, and Computer Science Education International Seminar, MSCEIS 2019, 12 October 2019, Bandung, West Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.12-10-2019.2296363.

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Bondarenko, I. N., I. Yu Tsyganov, and L. N. Makushina. "Psychological resources of high school students’ academic performance with different individual regulatory profiles." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.85.103.

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The study aims to explore the differential-regulatory predictors of academic performance in the graduating classes of high school. Conscious self-regulation is considered as a universal and exceptional resource for achieving educational goals in the final grades. In modern conditions of digitalization of the educational process and increasing information flows, the individuals’ ability to set goals and optimally achieve them, while maintaining curiosity, achievement motivation, and the desire to develop their personality, is of particular value. The main research question is: what regulatory, motivational, and personal characteristics of students with different regulatory profiles act as their psychological resources for successful school graduation? The study aims to investigate the contribution of regulatory, motivational, and personal characteristics to the annual assessment in mathematics and Russian in high school students with different profiles of conscious self-regulation. The following results were obtained from a sample of students in grades 9–11 (N = 355, average age M = 15.81 ± 0.926). Regression models of the contributions of regulatory, motivational, personal, and emotional-motivational indicators to the performance in mathematics and Russian were constructed for six selected individual typological groups of students. The results showed that only a high harmonious profile of self-regulation ensures that the student is “focused” on high academic achievements. Any conflict in the motivational or personal sphere distracts the resources of the graduate from educational activities. The process of self-regulation (Modeling) is suppressed in all groups as a result of preparation for exams. The regulatory profile and motivational and personal characteristics of students who risk not passing the examination tests without the intervention of teachers and psychologists are determined.
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Dell'Acqua, Guido, and Filippo Castiglione. "A Mathematical Model of Duchenne Muscular Dystrophy." In Selected Contributions from the 9th SIMAI Conference. WORLD SCIENTIFIC, 2009. http://dx.doi.org/10.1142/9789814280303_0028.

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Reports on the topic "Contributions to mathematics"

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Zund, J. D. A Mathematical Appreciation of Antonio Marussi's Contributions to Geodesy. Fort Belvoir, VA: Defense Technical Information Center, November 1989. http://dx.doi.org/10.21236/ada219977.

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