Journal articles: '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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Shashikumara, A. A., and Rashmi Kumbar. "P. C. Vaidya’s Contributions to Mathematics and Physics." Current Science 117, no. 12 (December 25, 2019): 1951. http://dx.doi.org/10.18520/cs/v117/i12/1951-1957.

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Agusta, Erna Sari. "PENINGKATAN KEMAMPUAN MATEMATIS SISWA MELALUI PENDEKATAN PENDIDIKAN MATEMATIKA REALISTIK." ALGORITMA: Journal of Mathematics Education 2, no. 2 (December 26, 2020): 145–65. http://dx.doi.org/10.15408/ajme.v2i2.17819.

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In general, junior high school students learn mathematics with an inductive pattern. However, the statements in mathematics are obtained through a deductive mindset. Therefore we need a learning approach that can accommodate students' thinking patterns. Mathematics adheres to the law of consistency which causes the structure of material in mathematics to be hierarchically arranged, interrelated, and has characteristics that have implications for determining strategies, approaches and the use of learning media. This article aims to review the theory of the Realistic Mathematics Education Approach (PMR). An approach that can make students involved in building their own concepts and models used through problem solving. The PMR discussion begins with the definition of PMR, the principles and characteristics of PMR, and the contribution of PMR in learning mathematics. Writing this article uses the literature review method which consists of books, journal articles, and other documents related to the topic of discussion. The results of the study found that Realistic Mathematics Education (PMR) is a mathematics learning innovation that is in accordance with the 2013 curriculum.The use of contexts and models, as well as the use of student contributions through discussions to discuss various linkages between mathematics material, makes this approach able to contribute to improving five general mathematical abilities. which includes: the ability to understand mathematics, problem solving, mathematical connections, mathematical communication, and mathematical reasoning.

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Dobner, H.-J. "Contributions to computational analysis." Bulletin of the Australian Mathematical Society 41, no. 2 (April 1990): 231–35. http://dx.doi.org/10.1017/s0004972700018049.

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In this paper some new results concerning computational analysis are established. The fundamental concepts of interval analysis and fixed point theorems suitable for computational purposes are developed and applied to concrete examples illustrating this new method of proving mathematical statements.

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Fischer, Hans. "Dirichlet's contributions to mathematical probability theory." Historia Mathematica 21, no. 1 (February 1994): 39–63. http://dx.doi.org/10.1006/hmat.1994.1007.

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Candela, Amber G., Melissa D. Boston, and Juli K. Dixon. "Discourse Actions to Promote Student Access." Mathematics Teacher: Learning and Teaching PK-12 113, no. 4 (April 2020): 266–77. http://dx.doi.org/10.5951/mtlt.2019.0009.

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We discuss how discourse actions can provide students greater access to high quality mathematics. We define discourse actions as what teachers or students say or do to elicit student contributions about a mathematical idea and generate ongoing discussion around student contributions. We provide rubrics and checklists for readers to use.

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Bussotti, Paolo. "VITTORIO CHECCUCCI AND HIS CONTRIBUTIONS TO MATHEMATICS EDUCATION: A HISTORICAL OVERVIEW." Problems of Education in the 21st Century 53, no. 1 (April 15, 2013): 22–39. http://dx.doi.org/10.33225/pec/13.53.22.

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This study deals with Vittorio Checcucci’s ideas and proposals as to mathematics education. The scopes of this work are twofold: 1) the first scope is historical: my aim is to reconstruct Checcucci’s thought. This is a novelty because almost no contribution dedicated to Checcucci exists. The few existing contributions are brief articles whose aim is not to provide a general picture of his ideas; 2) the second scope is connected to mathematics education in the 21st century. A series of argumentations will be proposed to prove that many Checcucci’s ideas could be fruitfully exploited nowadays. For the first time, the thought of this mathematician is exposed to non-Italian readers because his ideas are worthy to be known, rethought and discussed in an international context. Key words: mathematics education, relations between theoretical and practical mathematics in the teaching, experimentations in mathematics education.

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Santos, Maria José Costa dos, and Arnaldo Lopes Bezerra. "CONTRIBUTIONS OF FIGURES NUMBERS IN THE DEVELOPMENT OF GEOMETRIC THOUGHT." International Journal for Innovation Education and Research 7, no. 1 (January 31, 2019): 16–30. http://dx.doi.org/10.31686/ijier.vol7.iss1.1277.

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This study was constituted with the purpose of promoting reflections on Mathematics of basic education, from a transdisciplinary view of teaching and learning processes. To do so, we aim to analyze the contributions of figures in the development of geometric thinking. We characterize this research in empirical-exploratory, because for Lakatos and Marconi (2017), this type of research distinguishes itself as a scientific process of investigation that allows the researcher to formulate questions, with three purposes: to raise hypotheses, to increase the familiarization of the researcher in order to research, modify or clarify concepts, based on a qualitative and quantitative approach, according to the depth of the discussion about the object in question. For this, we look for information in other researches, databases of universities and virtual libraries, periodicals. We hope that the results contribute to the critical and ethical awareness from views of the importance of the development of mathematical thinking, but specifically of geometric thinking, aiming at non-rupture with arithmetic thinking, in order to interweave with algebraic thinking . We consider this research relevant because mathematics teaching is based on abstract content that often makes no sense to the student, and here we show a part of mathematics that is formal but can be fun when well crafted in the classroom. Finally, we present pedagogical tools of innovation, aimed at contributing to the emancipation of the knowledge of this science, without ruptures. Keywords: Geometric thinking. Figurative numbers. Mathematics Teaching.

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Brodie, Karin. "Teaching mathematics for equity: Learner contributions and lesson structure." African Journal of Research in Mathematics, Science and Technology Education 10, no. 1 (January 2006): 13–24. http://dx.doi.org/10.1080/10288457.2006.10740590.

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Kapovich, Ilya. "On mathematical contributions of Paul E. Schupp." Illinois Journal of Mathematics 54, no. 1 (2010): 1–9. http://dx.doi.org/10.1215/ijm/1299679735.

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Cheskidov, Alexey, Nathan Glatt-Holtz, Natasa Pavlovic, Roman Shvydkoy, and Vlad Vicol. "Susan Friedlander's Contributions in Mathematical Fluid Dynamics." Notices of the American Mathematical Society 68, no. 03 (March 1, 2021): 1. http://dx.doi.org/10.1090/noti2237.

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B., J. H., P. W. Hemker, and P. Wesseling. "Contributions to Multigrid." Mathematics of Computation 64, no. 211 (July 1995): 1345. http://dx.doi.org/10.2307/2153504.

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Gough, John. "Reflections on Skemp’s contributions to mathematical education." Mathematics Education Research Journal 16, no. 1 (February 2004): 72–77. http://dx.doi.org/10.1007/bf03217391.

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Grattan-Guinness, I. "The contributions of J.J. Sylvester, F.R.S., to mechanics and mathematical physics." Notes and Records of the Royal Society of London 55, no. 2 (May 22, 2001): 253–65. http://dx.doi.org/10.1098/rsnr.2001.0142.

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A survey is made of the papers written by J.J. Sylvester (1814–1897) on mechanics and mathematical physics. Some relate to aspects of his professional career. They form only a small part of the output of this largely pure mathematician, but are of variety and intrinsic merit. Their limited total exemplifies the limited measure of interest that physical applications sustained among some mathematicians during a period when the preference for pure mathematics was increasing worldwide.

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Et. al., Muhammad Syaifudin,. "Pondok Pesantren: Its contributions on the Indonesian Muslim Middle Class." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 2 (April 10, 2021): 723–28. http://dx.doi.org/10.17762/turcomat.v12i2.929.

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Pesantren has played an important role in the development of the Muslim middle class community in Indonesia. There is no denying that its contributions in developing the Muslim middle class in terms of education, economy and social is enormous. Thus, this article will identify the contribution of pesantren towards development of the Muslim middle class community in Indonesia. This article is a qualitative research. Therefore, the data used are secondary data taken from books, journals, reports, newspapers and internet sources are used as a reference in this study. The results of the study found that the contribution of pesantren towards educational, economic and social development of the Muslim middle class is enormous. Those contributions make Muslim middle class in Indonesia grow and develop.

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Baziuk, P. A., S. S. Rivera, and J. Núñez Mc Leod. "Fuzzy Human Reliability Analysis: Applications and Contributions Review." Advances in Fuzzy Systems 2016 (2016): 1–9. http://dx.doi.org/10.1155/2016/4612086.

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The applications and contributions of fuzzy set theory to human reliability analysis (HRA) are reassessed. The main contribution of fuzzy mathematics relies on its ability to represent vague information. Many HRA authors have made contributions developing new models, introducing fuzzy quantification methodologies. Conversely, others have drawn on fuzzy techniques or methodologies for quantifying already existing models. Fuzzy contributions improve HRA in five main aspects: (1) uncertainty treatment, (2) expert judgment data treatment, (3) fuzzy fault trees, (4) performance shaping factors, and (5) human behaviour model. Finally, recent fuzzy applications and new trends in fuzzy HRA are herein discussed.

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Zepp, Raymond A. "Numbers and Codes in Ancient Peru: The Quipu." Arithmetic Teacher 39, no. 9 (May 1992): 42–44. http://dx.doi.org/10.5951/at.39.9.0042.

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Students should be aware of the contributions their cultures have made to mathematics. This view led Zaslavsky (1973) to travel to Africa to collect examples of African mathematics and to write her well-known book Africa Counts. She then used her material in American schools to instill in her students the notion that black African culture had created quite sophisticated mathematical inventions.

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Pazwash, Hormoz, and Gus Mavrigian. "The Contributions of Karaji—Successor to al-Khwarizmi." Mathematics Teacher 79, no. 7 (October 1986): 538–41. http://dx.doi.org/10.5951/mt.79.7.0538.

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It is enlightening to notice an increasing number of historical notes on the development of mathematics and to realize their pedagogical value in the classroom (Arndt 1983; Campbell 1977; Flusser 1981; Swetz 1984), Truly, mathematics without historical connotations loses its greatness and realism.

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do Nascimento, Antônio Henrique Cardoso, Américo Garcia Freire Magalhães, Carlos André de Souza Sá, Aline Luz de Oliveira, Alan Cesar Bezerra, and Raquele Mendes de Lira. "The contributions of the topography for the teaching of mathematics." Amazonian Journal of Plant Research 3, no. 4 (2019): 398–412. http://dx.doi.org/10.26545/ajpr.2019.b00049x.

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Hellman, Geoffrey. "Hilary Putnam’s Contributions to Mathematics, Logic, and the Philosophy Thereof." Harvard Review of Philosophy 24 (2017): 117–19. http://dx.doi.org/10.5840/harvardreview2017245.

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Göbel, Rüdiger. "László Fuchs — A personal evaluation of his contributions to mathematics." Periodica Mathematica Hungarica 32, no. 1-2 (February 1996): 13–29. http://dx.doi.org/10.1007/bf01879728.

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Hitchin, Nigel J. "Shiing-Shen Chern. 26 October 1911 — 3 December 2004." Biographical Memoirs of Fellows of the Royal Society 60 (January 2014): 75–85. http://dx.doi.org/10.1098/rsbm.2014.0018.

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Shiing-Shen Chern was a towering figure in mathematics, both for his contributions to differential geometry and as a source of inspiration and encouragement for all mathematicians, and particularly those in China. Born in the final year of the Qing dynasty, and educated at a time when China was only beginning to set up Western-style universities, he lived to preside over the 2002 International Congress of Mathematicians in Beijing. He was a co-founder of the Mathematical Sciences Research Institute in Berkeley and its first Director in 1981; he also set up the Nankai Institute for Mathematics in 1985. His contributions to differential geometry were of foundational importance for the global viewpoint that developed in the postwar years, and the mathematical tools he introduced are now the common currency in geometry, topology and even aspects of theoretical physics.

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Suri, A., and T. Herman. "How are the contributions of mathematics resilience for developing attitude rubric to assess mathematics learning?" Journal of Physics: Conference Series 1521 (April 2020): 032055. http://dx.doi.org/10.1088/1742-6596/1521/3/032055.

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Veselý, Petr. "Two contributions to the theory of coefficients of ergodicity." Czechoslovak Mathematical Journal 42, no. 1 (1992): 73–88. http://dx.doi.org/10.21136/cmj.1992.128308.

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OCKENDON, J. R., and B. D. SLEEMAN. "Mathematics in the spirit of Joe Keller." European Journal of Applied Mathematics 28, no. 5 (September 5, 2017): 708–15. http://dx.doi.org/10.1017/s0956792517000171.

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Over the two days 2–3 March 2017, about 80 mathematicians and friends gathered in Cambridge to celebrate the life and work of Joseph Bishop Keller (1923–2016), one of the pre-eminent applied mathematicians of the 20th century. Joe, as he was known throughout the world, made pioneering contributions to a wide range of natural phenomena and developed fundamental mathematical techniques with which to understand them. Twenty-four talks were presented at the meeting, given by mathematicians who have either worked with Joe or have been influenced by his work. Rather than summarise each presentation, we have collated all the contributions under the headings of waves, fluids, solids, chemistry and biology, and finally some history.

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Rajasekhar P and Babu T Jose. "Influence of Mathematical and Astronomical Developments in Medieval Kerala on Vāstuśāstra." Mathematical Journal of Interdisciplinary Sciences 7, no. 2 (March 6, 2019): 111–16. http://dx.doi.org/10.15415/mjis.2019.72014.

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The contribution in the field of mathematics is unparalleled. The concept of zero and the place value system is alone sufficed to place India in a high pedestal. Historians were generally under the impression that Indian supremacy in Mathematics came to an end with Bhaskaracharya (1114–1185) who is also known as Bhaskara II.Recent researches and publications of books like ‘Crest of the peacock’ written by George Gheverghese Joseph, has brought out the marvelous achievements of Southern India, especially Kerala region after the period of Bhaskaracharya which produced many results surpassing the Europeans in its indigenous style till the advent of Western Education system in early 19th Cent. This medieval contribution includes mathematical analysis and first steps in Calculus and many outstanding discoveries in astronomy. These contributions in Mathematics as well as in Astronomy are now grouped and studied under the title “Kerala School”. Accordingly, Sangamagrama Madhava (14th Cent.), doyen of Kerala School, is recognized as the ‘Father of infinitesimal Analysis’.In this paper the attempt is made to analyse the influence of Kerala School in the development of traditional building science and architecture. This branch of knowledge is generally categorized under the term ‘Vāstuśāstra’.`

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SOUTH, LEAH. "CONTRIBUTIONS TO COMPUTATIONAL BAYESIAN STATISTICS." Bulletin of the Australian Mathematical Society 101, no. 2 (February 5, 2020): 348–49. http://dx.doi.org/10.1017/s0004972720000088.

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Hug, Daniel. "Contributions to affine surface area." Manuscripta Mathematica 91, no. 1 (December 1996): 283–301. http://dx.doi.org/10.1007/bf02567955.

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38

Vatter, Terry. "Civic Mathematics: A Real-Life General Mathematics Course." Mathematics Teacher 87, no. 6 (September 1994): 396–401. http://dx.doi.org/10.5951/mt.87.6.0396.

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Our hopes for education coincide with those for our children: we want to help them grow into adults who will make the world an even better place for future generations. This goal may be a lofty one for a high school mathematics teacher, but it is important to keep our ideals clearly in mind as we develop ways to equip our students to live full lives and to make positive contributions to society. As educators we need to be responsible for teaching the skills that will enable students to (1) enter into a career or pursue their mathematics education and (2) become informed participants in a democratic society. The civic mathematics curriculum described in this article was driven by those objectives. It was developed over a summer and partially funded by a stipend from my school district

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Burger, Martin, John King, and Michael Ward. "Editorial." European Journal of Applied Mathematics 28, no. 5 (September 5, 2017): 707. http://dx.doi.org/10.1017/s0956792517000225.

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The special lead article in this issue of EJAM, by Profs. John Ockendon and Brian Sleeman, is dedicated to Prof. Joseph B. Keller (referred to as Joe by his friends), Emeritus professor of Stanford University, who was one of the greatest applied mathematicians of our time. Joe died in September 2016. A workshop in honour of Joe was held at the Isaac Newton Institute for Mathematical Sciences, Cambridge, UK, in March 2017, focussing on some of the astonishingly wide range of topics in the mathematical sciences and continuum mechanics that Joe made substantial contributions to over his long career. This article discusses some of these pioneering contributions, describes some modern developments as discussed by the workshop speakers, and provides a more personal tribute to Joe, his history, and to his large influence on the international applied mathematics community. May the spirit of Joe, and his flavour of applied mathematics, continue to be reflected in EJAM.

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Grillakis, Manoussos. "The mathematics of W. A. Strauss and his contributions to analysis." Quarterly of Applied Mathematics 68, no. 1 (October 20, 2009): 5–16. http://dx.doi.org/10.1090/s0033-569x-09-01176-6.

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Rowe, David E. "Dirk Jan Struik and his contributions to the history of mathematics." Historia Mathematica 21, no. 3 (August 1994): 245–73. http://dx.doi.org/10.1006/hmat.1994.1023.

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Marchisotto, Elena Anne. "Mario Pieri and his contributions to geometry and foundations of mathematics." Historia Mathematica 20, no. 3 (August 1993): 285–303. http://dx.doi.org/10.1006/hmat.1993.1024.

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Jones, Keith, and Joanna Mamona-Downs. "Brian Griffiths (1927–2008) – his pioneering contributions to mathematics and education." Educational Studies in Mathematics 69, no. 3 (August 29, 2008): 283–86. http://dx.doi.org/10.1007/s10649-008-9153-1.

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Verdine, Brian N., Casey M. Irwin, Roberta Michnick Golinkoff, and Kathryn Hirsh-Pasek. "Contributions of executive function and spatial skills to preschool mathematics achievement." Journal of Experimental Child Psychology 126 (October 2014): 37–51. http://dx.doi.org/10.1016/j.jecp.2014.02.012.

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Schukajlow, Stanislaw, K. Rakoczy, and R. Pekrun. "Emotions and motivation in mathematics education: theoretical considerations and empirical contributions." ZDM 49, no. 3 (May 13, 2017): 307–22. http://dx.doi.org/10.1007/s11858-017-0864-6.

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DeJarnette, Anna F., Edana Wilke, and Casey Hord. "Categorizing mathematics teachers’ questioning: The demands and contributions of teachers’ questions." International Journal of Educational Research 104 (2020): 101690. http://dx.doi.org/10.1016/j.ijer.2020.101690.

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Bringmann, Karl, and Tobias Friedrich. "An Efficient Algorithm for Computing Hypervolume Contributions." Evolutionary Computation 18, no. 3 (September 2010): 383–402. http://dx.doi.org/10.1162/evco_a_00012.

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The hypervolume indicator serves as a sorting criterion in many recent multi-objective evolutionary algorithms (MOEAs). Typical algorithms remove the solution with the smallest loss with respect to the dominated hypervolume from the population. We present a new algorithm which determines for a population of size n with d objectives, a solution with minimal hypervolume contribution in time [Formula: see text](nd/2 log n) for d > 2. This improves all previously published algorithms by a factor of n for all d > 3 and by a factor of [Formula: see text] for d = 3. We also analyze hypervolume indicator based optimization algorithms which remove λ > 1 solutions from a population of size n = μ + λ. We show that there are populations such that the hypervolume contribution of iteratively chosen λ solutions is much larger than the hypervolume contribution of an optimal set of λ solutions. Selecting the optimal set of λ solutions implies calculating [Formula: see text] conventional hypervolume contributions, which is considered to be computationally too expensive. We present the first hypervolume algorithm which directly calculates the contribution of every set of λ solutions. This gives an additive term of [Formula: see text] in the runtime of the calculation instead of a multiplicative factor of [Formula: see text]. More precisely, for a population of size n with d objectives, our algorithm can calculate a set of λ solutions with minimal hypervolume contribution in time [Formula: see text](nd/2 log n + nλ) for d > 2. This improves all previously published algorithms by a factor of nmin{λ,d/2} for d > 3 and by a factor of n for d = 3.

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Kumari, S. Ashwini, Saritha Devi, and K. Mayuri. "Family Factors and Academic Achievement: A Comparative Study of Residential School Children and Rural Government School Children." IRA International Journal of Education and Multidisciplinary Studies (ISSN 2455-2526) 7, no. 3 (June 24, 2017): 190. http://dx.doi.org/10.21013/jems.v7.n3.p3.

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<div><p>The study compares the effects of family factors contributing to the High Academic Achievement of Private Residential School Children and Rural Government School Children. Children studying in selected private residential schools and rural government schools in IX and X classes with highest ranks (first 3-4 ranks) in the previous year were selected. Total sample comprised 240 children, 120 from each setting, 60 from IX class and 60 from X class. An Interview schedule was developed by the investigator for the children to know their perceptions about family contributing factors. The study concluded that children of Private Residential Schools and Rural Government Schools were average and similar in their perceptions regarding parental contributions for their Academic Achievement. High Parental Aspirations Expectations helped in high achievement in both groups but comparatively high in Private Residential School children. Whereas contribution of Siblings Relationship and Assistance of others was high in Rural Government School children and average in Private Residential School children. Coming to the gender and age variations in family contributing factors, there was significantly high parental contributions for Academic Achievement of boys than girls in private Residential schools and higher age group children of Rural Government schools have significantly more parental contribution for their Academic Achievement than lower age group children. Achievement in English was highly positively correlated with family’s Economic status in Private Residential schools. There was significant positive correlation between achievement in mathematics and parental contribution, achievement in science and Parental Aspirations in Rural Government School children.</p></div>

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Heid, M. Kathleen. "Learning Important Mathematics From Contextualization and Networked Collaboration—A Review of The SimCalc Vision and Contributions: Democratizing Access to Important Mathematics." Journal for Research in Mathematics Education 46, no. 1 (January 2015): 125–29. http://dx.doi.org/10.5951/jresematheduc.46.1.0125.

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SimCalc is an educational software and curriculum program designed to introduce students as young as middle school age to fundamental mathematical concepts—change and variation—that underpin the transition from algebra to calculus. The core underlying mathematical idea is the Fundamental Theorem of Calculus, and through activities involving change and variation, SimCalc students acquire contextualized, networked, and collaborative experience with the relationship between derivatives and antiderivatives. The program had been guided from its birth by the late James J. Kaput, a mathematics education leader who thrived by working on the leading edge of the field. This book reports not only on the theory on which SimCalc is based but also on more than 15 years of small-scale and large-scale research on the impact of SimCalc. It also includes thoughtprovoking discussions of the ways in which the SimCalc approach relates to other work on engaging students in mathematical thinking.

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Borasi, Raffaella. "Capitalizing on Errors as “Springboards for Inquiry”: A Teaching Experiment." Journal for Research in Mathematics Education 25, no. 2 (March 1994): 166–208. http://dx.doi.org/10.5951/jresematheduc.25.2.0166.

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Although teachers and researchers have long recognized the value of analyzing student errors for diagnosis and remediation, students have not been encouraged to take advantage of errors as learning opportunities in mathematics instruction. The study reported here was designed to explore how secondary school students could be enabled to capitalize on the potential of errors to stimulate and support mathematical inquiry. The article provides a case study of the proposed strategy of “using errors as springboards for inquiry” in action, identifies some important variations within the strategy, and discusses its potential contributions to mathematics instruction.

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Journal articles on the topic 'Contributions to mathematics'

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