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Journal articles on the topic 'Development Program; Mathematical'
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1
LI, JIANXIN, and ARUN LAKHOTIA. "USING MATHEMATICAL INDUCTION IN SYSTEMATIC PROGRAM DEVELOPMENT." International Journal of Software Engineering and Knowledge Engineering 04, no. 04 (1994): 561–74. http://dx.doi.org/10.1142/s0218194094000271.
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This paper makes a contribution to the calculational paradigm of program development, a paradigm in which programs are calculated from their specifications by applying meaning preserving transformations. It introduces program induction, a technique analogous to mathematical induction, and iteration folding, a refinement rule. Using program induction, a specification is decomposed into a base case and an inductive case and their solutions are sequentially composed to derive the final program. The iteration folding rule is applied to transform potentially infinite nested if statements into a while statement. Our technique and rule augment the existing repertoire of techniques and rules in the calculus of program refinement.
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Odil Kizi, Urolbaeva Shokhsanam. "THE CONTENT OF MATHEMATICAL DEVELOPMENT OF PRESCHOOLERS." International Journal of Pedagogics 03, no. 03 (2023): 37–39. http://dx.doi.org/10.37547/ijp/volume03issue03-07.
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This topic deals with the problem of mathematical education of pre-schoolers. The content of mathematical development of children, its structure and approaches to the development of the content of mathematical development is given on the basis of program documents "From birth to school", "Childhood". Here is the implementation of the principles of mathematics, a personality-oriented approach, developing learning in the formation of mathematical representations of preschool children of older groups.
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Sidneva, Anastasia N., Margarita S. Aslanova, and Darya A. Bukhalenkova. "FEATURES OF THE DEVELOPMENT OF MATHEMATICAL SKILLS OF FIRST-GRADERS IN DIFFERENT EDUCATIONAL PROGRAMS." Moscow University Psychology Bulletin, no. 3 (2022): 119–44. http://dx.doi.org/10.11621/vsp.2022.03.07.
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Background. Relevance of this study is determined by the increased interest in mathematical education in recent years. Teachers and researchers are concerned about the conditions and means of developing mathematical education. Along with this, there is no consensus on what constitutes mathematical abilities, what is their structure and development. Objective. Th e aim of this study is to compare the development of mathematical skills of fi rst-graders in diff erent educational programs and to identify specifi c to each program features. Sample. Th e study sample consisted of 434 fi rst-graders of Moscow schools (54.8% of boys), among which: 37.1% of fi rst-graders learn programs of increased complexity, 44% — traditional programs, 18.9% — developmental education program. Methods. An author’s set of tasks was developed to diagnose the mathematical skills of fi rst-graders in this study. It included “classical” tasks children must perform regardless of the training program and “specifi c” tasks that test the awareness of meaning of the mathematical actions performed. Results. Th e analysis showed that most of the classical mathematical skills are not related to the character of the program and it developed by all fi rst-graders in the course of training. However, complex arithmetic skills (working with twodigit numbers and searching for an unknown sum component) developed more eff ectively in programs of increased complexity. Specifi c skills related to reasonable action with a number (tasks for a number line or measurement) showed an ambiguous development dynamic. Conclusion. Th is study allows us to form a hypothesis that the selecting students for programs aff ects only the rate of development of a number of classical mathematical skills. Whereas specifi c skills are more dependent on the content of the program. It requires further study.
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Ramos-Rodríguez, Elisabeth, Elvira Fernández-Ahumada, and Astrid Morales-Soto. "Effective Teacher Professional Development Programs. A Case Study Focusing on the Development of Mathematical Modeling Skills." Education Sciences 12, no. 1 (2021): 2. http://dx.doi.org/10.3390/educsci12010002.
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A concern in Mathematics Education is the professional development of the teacher and to promote effective training programs. The literature provides principles guiding the design of such programs, which were considered for an instruction intended to strengthen the teacher’s practice in relation to the development of mathematical skills. The objective of this work was to study if the designed program was effective, in relation to the impact on the teacher’s teaching. A case study on a group of in-service teachers focused on the ability of mathematical modeling (MM) and their perspectives of this skill was carried out. This was divided into three moments: before, during, and after the program. The findings show that, before the program, teachers conceived modeling from epistemological, pragmatic and conceptual perspectives; during the program, they focused on the pragmatic and educational perspectives; and at the end of the program, the group was stripped of the pragmatic, epistemological and conceptual perspectives to move towards the educational and socio-critical. They were also able to justify the choice or disassociation of one or more of them. The study advances towards the concretion of more specific and robust professional development programs for mathematics teachers.
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Heo, Nam Gu. "Development and Application of STEAM Program for Mathematical Inquiry based on Conical Anamorphosis." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 22 (2024): 285–98. http://dx.doi.org/10.22251/jlcci.2024.24.22.285.
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Objectives The purpose of this study is to develop a mathematical inquiry-based STEAM program based on conical anamorphosis and to implement it to high school students. Methods To do this, the 2015 revised curriculum and the literature about the mathematical modeling of conical anamorphosis was analyzed, and the STEAM program was developed based on the PDIE model. Results In the preparation stage, mathematics, science, technology/engineering, art curriculum, and literature of the conical anamorphosis was analyzed. In the development stage, activity sheets, and presentation materials for the STEAM program were developed. The STEAM program was applied to high school students in the implementation stage, and the program was analyzed based on the questionnaire in the evaluation stage. Conclusions The STEAM program based on conical anamorphosis was related to achievement standards in mathematics, science, technology/engineering, and art subjects. Through the STEAM program, students were given the opportunity to explore the conical anamorphosis mathematically, and the STEAM program was able to help students increase their problem-solving and creative·convergence capabilities.
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A.Sh., Fazilov, and Azimdjanova M.T. "DEVELOPMENT OF A MATHEMATICAL MODEL OF THE INFORMATION SYSTEM USING SIMULATION MODELING." CENTRAL ASIAN JOURNAL OF EDUCATION AND COMPUTER SCIENCES (CAJECS) 1, no. 1 (2022): 38–42. https://doi.org/10.5281/zenodo.7256125.
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Modeling as a research method is a powerful cognitive tool throughout the history of human development. The article describes the methodology for the development of mathematical models of information systems, based on materials from various literary sources, author's developments on the system approach, mathematical modeling and programming. The mathematical model of the information system is described and all the characteristics of the IS are given
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Gustiningsi, Tria, Ratu Ilma Indra Putri, Zulkardi, and Hapizah. "LEPscO: Mathematical literacy learning environment for the Guru Penggerak program." Journal on Mathematics Education 15, no. 2 (2024): 661–82. http://dx.doi.org/10.22342/jme.v15i2.pp661-682.
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Mathematical literacy stands as a critical skill imperative for navigating the complexities of the 21st century. Enhancing students' mathematical literacy necessitates comprehensive engagement across the educational landscape. This aligns with the Guru Penggerak (GP) initiative, established by the government to serve as educational leaders, propelling the entire educational system forward. Nonetheless, the current GP program needs more specific provisions addressing mathematical literacy, and the existing learning environments for mathematical literacy remain constrained. Consequently, there is a pressing need to develop a dedicated mathematical literacy learning environment within the GP framework. This study endeavors to create a mathematically literate learning environment that is both valid and practical, potentially impacting the GP program significantly. Employing a design research approach, the study progresses through three key stages: preliminary, prototyping, and assessment. Seven teachers participated as subjects, using data collection methodologies including walkthroughs, observations, questionnaires, and interviews, which were analyzed descriptively. Findings indicate the development of a model for a mathematical literacy learning environment termed D-C-C with the LEPscO framework, which is deemed valid due to its alignment with the PISA framework, Indonesian educational curriculum, and unambiguous language. Moreover, the model proves practical for implementation within the GP program, exhibiting potential effects such as enhanced teacher satisfaction, learning, organizational support, and utilization of new knowledge, alongside improved student outcomes reflecting heightened mathematical literacy proficiency. This research contributes to educational discourse by introducing the LEPscO Framework, encompassing a Digital-Class-Community learning environment, structured learning processes encompassing training, classroom implementation, knowledge sharing, and community development, and targeted learning outcomes focusing on teachers' comprehension and reinforcement of mathematical literacy in education.
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Semenov, Alexander, Yuri Bebikhov, Mariya Semenova, and Ilya Yakushev. "Development of a program for mathematical modeling of molecular dynamics processes." E3S Web of Conferences 371 (2023): 03077. http://dx.doi.org/10.1051/e3sconf/202337103077.
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The paper presents the results of developing a program for mathematical modeling of molecular dynamics processes in crystal structures using the MatLab software package. The theoretical part describes the differential equations for simulation, their initial and boundary conditions, and the difference approximation. A method was chosen based on the principle of modeling molecular dynamics using one of the pair potentials, namely the Lennard-Jones potential. In the practical part, the chaotic motion (migration) of atoms in 2D and 3D crystal lattices has been simulated. The distribution over the computational cell and the migration of atoms beyond its limits are shown. The dependence between the bound energies in real metals and the computational model has been determined. The potential of interaction has been determined, which turns out to be positive. The developed program showed high accuracy of simulation results, as well as higher speed compared to other similar programs for molecular dynamics simulation.
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Gates, Miriam, and Lillie Albrt. "Considering Opportunities for Mathematical Magic." Journal of Mathematics Education at Teachers College 15, no. 1 (2024): 13–22. http://dx.doi.org/10.52214/jmetc.v15i1.12284.
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Mathematical magic, or experiences of beauty and creativity for K-12 mathematics students, can contribute to deepened content understanding. However, creating opportunities for mathematical magic. in mathematics classrooms has been a challenge for classroom practitioners. To support development of these experiences in classrooms, we deployed a bi-directional support program between a college-level mathematician and an early-career secondary teacher. Based on data collected from this project, we have identified four principles that will promote mathematical magic. We conclude that mathematicians and early career teachers can work together to a) leverage understandings of the nature of mathematics, b) apply meta-mathematical reasoning, c) share knowledge of content and students across contexts, and d) recognize students’ mathematical development to design learning experiences for mathematical magic.
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Crossley, John, and Iman Poernomo. "Fred: An Approach to Generating Real, Correct, Reusable Programs from Proofs." JUCS - Journal of Universal Computer Science 7, no. (1) (2001): 71–88. https://doi.org/10.3217/jucs-007-01-0071.
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In this paper we describe our system for automatically extracting "correct" programs from proofs using a development of the Curry-Howard process. Although program extraction has been developed by many authors (see, for example, [HN88], [Con97] and [HKPM97]), our system has a number of novel features designed to make it very easy to use and as close as possible to ordinary mathematical terminology and practice. These features include 1. the use of Henkin's technique [Hen50] to reduce higher-order logic to many-sorted (first-order) logic; 2. the free use of new rules for induction subject to certain conditions; 3. the extensive use of previously programmed (total, recursive) functions; 4. the use of templates to make the reasoning much closer to normal mathematical proofs and 5. a conceptual distinction between the computational type theory (for representing programs) and the logical type theory (for reasoning about programs). As an example of our system we give a constructive proof of the well known theorem that every graph of even parity, which is non-trivial in the sense that it does not consist of isolated vertices, has a cycle. Given such a graph as input, the extracted program produces a cycle as promised.
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Atakulova, Gulnorakhon Abdurashitovna. "FEATURES OF THE GEOGEBRA PROGRAM IN MATHEMATICS." UNIVERSAL XALQARO ILMIY JURNAL 1, no. 8 (2024): 81–85. https://doi.org/10.5281/zenodo.14211767.
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The article analyzes the role of the GeoGebra program in mathematical education and its main capabilities. GeoGebra is an interactive and dynamic mathematical program that combines geometry, algebra, calculus, and statistics. The article presents the capabilities of the GeoGebra program to visually present mathematical concepts to the user, the ability to solve problems accurately and quickly, as well as auxiliary functions for creating mathematical models. The program provides teachers and students with visualization, interactive experience, and real-time analysis in learning and teaching mathematics. At the same time, the importance of the GeoGebra program in the educational process and the importance of studying its role in the development of mathematical skills are shown.
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Sarama, Julie, and Douglas H. Clements. "Building Blocks for Young Children's Mathematical Development." Journal of Educational Computing Research 27, no. 1 (2002): 93–110. http://dx.doi.org/10.2190/f85e-qqxb-uax4-bmbj.
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This article describes the design principles behind a set of research-based software microworlds included in the Building Blocks program, a PreK to grade 2 software-based mathematics curriculum. Building Blocks approach is finding the mathematics in, and developing mathematics from, children's activity. The materials are designed to help children extend and mathematize their everyday activities, from building blocks to art to songs and stories to puzzles. The 9-step design process model that defines what we mean by “research-based” is described and illustrated.
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Nurgabyl, D. N., and B. B. Satkulov. "Formation and Development of Mathematical Literacy in the Context of PISA-2021 Program Concep." Iasaýı ýnıversıtetіnіń habarshysy 131, no. 1 (2024): 267–81. http://dx.doi.org/10.47526/2024-1/2664-0686.22.
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This article presents the results of pedagogical experiments, which revealed educational problems that teachers face in the process of teaching mathematical literacy to schoolchildren: a low proportion of practice-oriented tasks in the total number of educational tasks in school mathematics intended for 15-year-old schoolchildren, a passive attitude of teachers to the formation of mathematical literacy among schoolchildren. The analysis of the experimental data made it possible to conclude that the knowledge and skills of teachers on the issues of reducing the standard task of the school mathematics course are insufficient to problem situations in the context of the PISA assessment tasks, compiling task systems for these tasks, containing an algorithm for solving the assigned problem, description of a visual object that allows the visualization of the task. To solve these problems, the paper proposes to apply a modular learning technology in the process of teaching schoolchildren mathematical literacy, an algorithmic method for reducing a standard task to assessment-learning tasks in the context of the PISA-2021 program concept. In the work, examining the task to the problem situation as an object of mental activity of students, the main components of the "Mathematical Reasoning" of the student are highlighted. Namely: recognizes the area of the task; singles out the main components of the tasks; to bring data under known concepts; establishes interdisciplinary links; applies induction, interdisciplinary knowledge in the preparation of a mathematical model; solves a mathematical problem; interprets, evaluates the solution in the context of the phenomenon under consideration. The analysis of algorithms for solving tasks made it possible to identify the following key structural components of mathematical literacy: understanding the context of tasks; the ability to establish correspondences between various objects, apply induction and knowledge, build mathematical models, find solutions to mathematical models of tasks, interpret and evaluate the solutions obtained; have mathematical reasoning skills. The final experimental study confirmed the effectiveness of the developed methodology for the formation and development of mathematical literacy at 15 year old schoolchildren.
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Vorobyeva, Irina, Evgeny Delver, and Anatol Belogurov. "Ways of technical science development in ophthalmology." E3S Web of Conferences 215 (2020): 05007. http://dx.doi.org/10.1051/e3sconf/202021505007.
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In recent years, in the study of diabetic retinopathy the methods of medical engineering and mathematical modeling with the forecast of the course of diseases and given pathogenetic biomarkers in the lacrimal fluid have been widely used. The theoretical aspects of the research are the developed mathematical criteria. The criteria are the mathematical formulas describing objective data of digital ophthalmological equipment and levels of pathogenetic biomarkers in lacrimal fluid and blood serum. The proposed approach allows to create a decision support sys-tem for predicting the development of diabetic retinopathy and diabetic macular edema. The practical application of the mathematical model is reflected in the developed computer program that enables the ophthalmologist to work with the patient’s data in automatic mode. The use of the program for the diagnosis and prognosis of a patient with diabetic retinopathy is demonstrated. The work on the proposed method gives the opportunity to reduce the time for assessing the patient’s condition and give a timely forecast of the course of the disease, which makes it possible to approach each patient in a personalized way.
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Mulligan, Joanne, Gabrielle Oslington, and Lyn English. "Supporting early mathematical development through a ‘pattern and structure’ intervention program." ZDM 52, no. 4 (2020): 663–76. http://dx.doi.org/10.1007/s11858-020-01147-9.
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Cahyono, Adi Nur, Yohanes Leonardus Sukestiyarno, Mohammad Asikin, Miftahudin Miftahudin, Muhammadi Ghozian Kafi Ahsan, and Matthias Ludwig. "LEARNING MATHEMATICAL MODELLING WITH AUGMENTED REALITY MOBILE MATH TRAILS PROGRAM: HOW CAN IT WORK?" Journal on Mathematics Education 11, no. 2 (2020): 181–92. http://dx.doi.org/10.22342/jme.11.2.10729.181-192.
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The aim of this study is to investigate how an augmented reality mobile math trails program can provide opportunities for students to engage in meaningful mathematical modelling activities. An explorative research design was conducted involving two mathematics teachers and 30 eight grades in Semarang, Indonesia. An Augmented Reality Mobile Math Trails App was created, and several math trail tasks were designed, then students run the activity. Data were gathered by means of participatory observation, interviews, questionnaires, tests, and worksheets. Data analysis began with the organisation, annotation, description of the data and statistic tests. The findings indicate that an educational program was successfully designed, which offered students a meaningful mathematical experience. A mobile app was also developed to support this program. The mobile app with augmented reality features is helpful for students as a tool that bridges the gap between real-world situations and mathematical concepts in problem-solving following the mathematical modelling cycle. The program thus contributes to a higher ability in mathematical modelling. The study identified a link between instrumented techniques in programs and mathematical modelling, as built during the instrumentation process. Further studies are essential for project development and implementation in other cities with different situations and aspects of study.
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Veraksa, Aleksander N., Anastasia N. Sidneva, Margarita S. Aslanova, and Valeria A. Plotnikova. "Effectiveness of Different Teaching Resources for Forming the Concept of Magnitude in Older Preschoolers with Varied Levels of Executive Functions." Psychology in Russia: State of the Art, no. 4 (2022): 62–82. http://dx.doi.org/10.11621/pir.2022.0405.
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Background. Studies have shown the great importance of early mathematical development as a predictor of subsequent success, which poses the question of how to organize preschool mathematical education with a view to the children’s age characteristics, including their cognitive development. In other words, mathematical concepts and actions should be formed with the help of teaching resources appropriate to the child’s development. Objective. To determine the e" ectiveness of three teaching resources (examples, models, and symbols) in formation of the concept of magnitude in older preschoolers (ages 6–7) with di" erent levels of executive function. Design. Four training programs (with 15 twenty-minute lessons each) were developed and conducted in a formative experiment for older preschoolers with di" erent levels of development of executive functions. ! e lessons addressed the concept of magnitude (length, area, volume), using di" erent types of teaching resources: exemplars (in traditional and game variants), models, and symbols. ! e total sample of 116 subjects (44% boys) was divided into 4 groups for each of the programs, plus a control group in which no sessions were conducted. ! e groups were equalized according to the initial level of development of concepts of magnitude and the level of development of executive functions. Results. ! ere was a statistically signi# cant increase in the quality of mastery of the concept of magnitude in three experimental groups (“symbolic,” “traditional,” and “traditional with imaginary characters”) compared with the control group. ! e formative e" ect of the “model-building” program showed no signi# cant di" erences from the e" ect of the child’s natural development (the control group). We also showed that children with a low level of regulation learned mathematical concepts more e" ectively with the “symbolic” program; children with a medium level of regulation with the “symbolic” and any variant of the “traditional” program; and children with a high level of regulation with the “symbolic” and “model-building” programs. Conclusion. ! e # ndings underline the importance of both the type of teaching resources used and the level of development of voluntary regulation, when teaching mathematics to preschoolers.
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Mery, Noviyanti. "Teachers' knowledge of children's mathematical development." Journal of Education and Learning (EduLearn) 14, no. 3 (2020): 315–21. https://doi.org/10.11591/edulearn.v14i3.15872.
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This research was conducted due to the importance value of mathematics for early childhood and the fact some researches showed the early childhood education (ECE) teachers' low level of basic mathematical knowledge, especially the one related to childhood developmental stages. The participants of this research were 35 ECE teachers from one of the cities in West Java province with teaching experience approximately ten years. In this research, 30 minutes was given to the participants to solve 20 questions, which tested teachers' knowledge related to verbal counting sequence, counting, the ordinal number of words, addition/subtraction, divisions of sets, written number symbols, and words. Besides, the interview was conducted to get more indepth information from the participants. The quantitative descriptive analysis was used to identify the frequency, percentage, mean value, and standard deviation. The result of the research showed that ECE teachers had limited knowledge of children's mathematical development. It was revealed by the result of the mean value of the teachers’ responses, which were only 33% correct answers and 16% no idea answers. This result can become input for the stakeholders to hold a professional development program which aims to increase the quality of ECE teachers related to mathematical development activity.
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Woleński, Jan. "Foundations of Mathematics and Mathematical Practice. The Case of Polish Mathematical School." Studia Historiae Scientiarum 21 (August 26, 2022): 237–57. https://doi.org/10.4467/2543702XSHS.22.007.15973.
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The foundations of mathematics cover mathematical as well as philosophical problems. At the turn of the 20th century logicism, formalism and intuitionism, main foundational schools were developed. A natural problem arose, namely of how much the foundations of mathematics influence the real practice of mathematicians. Although mathematics was and still is declared to be independent of philosophy, various foundational controversies concerned some mathematical axioms, e.g. the axiom of choice, or methods of proof (particularly, nonconstructive ones) and sometimes qualified them as admissible (or not) in mathematical practice, relatively to their philosophical (and foundational) content. Polish Mathematical School was established in the years 1915–1920. Its research program was outlined by Zygmunt Janiszewski (the Janiszewski program) and suggested that Polish mathematicians should concentrate on special branches of studies, including set theory, topology and mathematical logic. In this way, the foundations of mathematics became a legitimate part of mathematics. In particular, the foundational investigations should be conducted independently of philosophical assumptions and apply all mathematically accepted methods, finitary or not, and the same concerns other branches of mathematics. This scientific ideology contributed essentially to the remarkable development of logic, set theory and topology in Poland.
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Roadcap, Brad, Azher Hussain, Dan Dreyer, et al. "Clinical application of volumetric absorptive microsampling to the gefapixant development program." Bioanalysis 12, no. 13 (2020): 893–904. http://dx.doi.org/10.4155/bio-2020-0074.
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In this paper we show the application of the Tasso OnDemand™, a novel automated sample collection device, in conjunction with volumetric absorptive microsampling (VAMS) for the development of gefapixant, a P2X3 receptor antagonist currently under clinical development for the treatment of refractory and unexplained chronic cough and endometriosis-related pain. A LC–MS/MS bioanalytical method was developed and validated using VAMS to support this development program. This method was utilized in a drug–drug interaction study to establish a mathematical bridging relationship with data obtained from a validated plasma assay used to support the program. The VAMS bioanalytical method and the predictability of the mathematical relationship is reported and discussed here.
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KRASNOZHON, O. B., та V. V. MATSIUK. "КОМП’ЮТЕРНО-ОРІЄНТОВАНІ ЕЛЕМЕНТИ НАВЧАННЯ МАТЕМАТИЧНИХ ДИСЦИПЛІН МАЙБУТНІХ УЧИТЕЛІВ МАТЕМАТИКИ". Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, № 2 (2021): 255–62. http://dx.doi.org/10.31494/2412-9208-2021-1-2-255-262.
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The article is devoted to the issues of constructing effective computer-oriented components of the methodological system of teaching the disciplines «Linear Algebra» and «Probability Theory with Elements of Mathematical Statistics» provided for in the educational and professional program «Secondary Education (Mathematics)» of the first level of higher education in the specialty 014 Secondary Education (Mathematics). The article analyzes the methodological aspects of the effective organization of computations when finding the angle between a given vector and a nonzero subspace of Euclidean space, as well as using the least squares method for processing experimental data. The theoretical and practical information known to students-mathematicians from the corresponding sections of these academic disciplines is briefly presented. Analyzed educational, methodological and scientific literature used in teaching linear algebra and probability theory with elements of mathematical statistics; the expediency of using computer-oriented elements of teaching mathematical disciplines of future mathematics teachers has been substantiated. The authors proposed the use of computer-oriented learning elements in the processing of the content of disciplines and the development of test tasks of different levels of complexity in linear algebra and probability theory with elements of mathematical statistics in order to objectively assess the level of students' knowledge and timely correct individual educational trajectories. The article provides examples of the application of computer-oriented elements of teaching linear algebra and probability theory with elements of mathematical statistics, and also analyzes the methodological features of the organization of calculations in the software mathematical environment Mathcad. The methodological and practical materials presented in the article can be useful for students to organize and activate independent scientific and pedagogical activities, teachers of secondary educational institutions, heads of optional and circle work of students, teachers of linear algebra and probability theory courses with elements of mathematical statistics of pedagogical higher educational institutions. Key words: methods of teaching mathematics, computer-oriented elements of teaching mathematics, linear algebra, probability theory, mathematical statistics, Euclidean space, non-zero subspace of Euclidean space, least squares method.
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Yun, Mi-Kyoung, and Min-Jung Kim. "Development and Efficacy of a Game Play Program to Enhance Self-understanding, Interpersonal, and Logical-Mathematical Intelligences in 5-Year-Olds." Society for Cognitive Enhancement and Intervention 15, no. 4 (2024): 1–21. https://doi.org/10.21197/jcei.15.4.1.
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Objects: This study aimed to develop a game play program to enhance self-understanding, interpersonal, and logical-mathematical intelligences in 5-year-olds and verify its effectiveness. Method: A total of 16 children (7 boys and 9 girls) aged 5 years were randomly assigned to either an experimental (n = 8) or control group (n = 8). The program provided to the experimental group comprised interventions in the form of various games designed to improve self-understanding, interpersonal, and logical-mathematical intelligences. Pre- and post-tests were conducted for both groups to analyze the program's effectiveness. The control group received access to the program after the post-test. Results: The experimental group showed significant improvements in self-understanding, interpersonal, and logical-mathematical intelligences from pre-test to post-test, whereas no significant changes were observed in the control group. Conclusion: The findings confirm that the game play program has a positive impact on enhancing self-understanding, interpersonal, and logical-mathematical intelligences in 5-year-olds.
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Shaxodat, Kurbanova. "THE IMPORTANCE OF THE DEVELOPMENT OF MATHEMATICAL CONCEPTS IN PRESCHOOL EDUCATION." EURASIAN JOURNAL OF ACADEMIC RESEARCH 1, no. 1 (2021): 878–81. https://doi.org/10.5281/zenodo.4742029.
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<em>The Constitution of the Republic of Uzbekistan and the Law of the Republic of Uzbekistan "On Education" Preschool education is organized in order to form a healthy and mature child at the level of readiness for school. This education is carried out in the family until the child reaches the age of six or seven in pre-school educational institutions (kindergartens for children under three, kindergartens for children from 3 to 6-7 years) and educational institutions, regardless of ownership</em>
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Miková, Ľubica, Michal Kelemen, Vladislav Maxim, and Jaromír Jezný. "Design of Control of DC Motor." Applied Mechanics and Materials 611 (August 2014): 325–31. http://dx.doi.org/10.4028/www.scientific.net/amm.611.325.
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In current practice the use of mathematical models is substantially widespread, reason being the recent increase in development of programs for this purpose, with the option of model simulation in a virtual environment, proportional to the evolving computer technology. The article contains a mathematical model created using Matlab program. The simulation results are compared with scientific literature that addresses DC motors and evaluated. For simplicity, a graphical interface was created.
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Rabia Abbas, Muhammad Awais Arslan, Muhammad Shoaib, Khadija Shakoor, and Hoor Fatima Yousaf. "Mathematical Foundations of Machine Learning in Software Development." Indus Journal of Social Sciences 3, no. 1 (2025): 559–71. https://doi.org/10.59075/ijss.v3i1.730.
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The study on the functional foods of the fundamental kind gives the formation of rules development and optimization in the Engineering software program. The computation study implements functionally integrated MAEs using the rules and their division into the developing and operating phases of the software platform. The technology used for the software platform is based on the knowledge of software technology and computational algorithms. This includes the creation of the required mathematical formulas responsible for making the program as efficient as possible. New study forces us to pay greater attention to the mathematical roots of linear algebra while teaching the increasing inclusion of ML in software systems, because ML needs a full understanding of the AI and the ML relationships as well as the ML mathematical foundation, such as the inclusion of the mathematical ideas of the software. The advantage of using mathematics in software systems is to make them important, become ubiquitous, and base accurate reasoning on them. This viewpoint is unexplored. It estimates the empirical performance of the course materials on real motors using static mathematical modeling to predict the forthcoming data sets produced. The present investigation shows that mathematical principles can boost machine learning model performance to an extent where software programmers can warrant the creation of even more efficient and stable software systems. To illustrate, optimization methods such as gradient descent, probabilistic model-based methods, and dimension reduction techniques such as PCA have been successful in managing version performance and computational functionality No wonder, the investigation affirms that the hassle is expressed in the processing of high-dimensional data and the large system understanding issues, and also points out the probable future research areas such as designing better algorithms and uncertainty control methods for real-world issues. To sum up, the research stresses the significance of the underpinning mathematical methodologies in the process of learning tools and software engineering disciplines.
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Putra, Zetra Hainul, Shindy Lestari, and Hans Stefan Siller. "Elementary school teachers’ experiences in engaging with digital technology in teacher professional development: The case of GeoGebra." Journal on Mathematics Education 16, no. 1 (2025): 299–320. https://doi.org/10.22342/jme.v16i1.pp299-320.
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Technological advances require teachers to be competent in utilizing them in mathematics learning. Teachers' success in teaching mathematics using digital technology cannot be separated from their mathematical and didactic knowledge. This study aims to reveal elementary school teachers' knowledge during their experiences in engaging with digital technology, GeoGebra, in teacher professional development programs. Data was obtained from the implementation of the Professional Development (PD) program in two schools, one in a private school focusing on the design of mathematical learning instruction integrated with GeoGebra and another in a public school focusing on the experimental process of teaching mathematics with GeoGebra. The data were analyzed using the Anthropological Theory of the Didactic (ATD) framework, specifically praxeology. The findings of this study reveal that elementary school teachers are aware of the need for theoretical aspects of a praxeology when designing mathematics learning instruction using GeoGebra in a PD program. Meanwhile, it is challenging for elementary school teachers to make use of GeoGebra instruction to support students' mathematical praxeologies. Therefore, the use of digital technology in teaching mathematics in elementary schools is still a significant challenge due to the mismatch between available technology and teacher needs.
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Yagodkin, A., V. Zolnikov, Tatyana Skvortsova, A. Achkasov, Sergey Kuznecov, and F. Makarenko. "Development of algorithms and programs for the analysis of electrical characteristics BIS." Modeling of systems and processes 15, no. 4 (2022): 136–48. http://dx.doi.org/10.12737/2219-0767-2022-15-4-136-148.
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Modern mathematical models for automatic analysis of electrical characteristics of integrated circuits are considered. The requirements for the analysis programs are formulated. A comparative analysis of machine methods for calculating integrated circuits is carried out in terms of their accuracy, RAM volumes and calculation time. The features of the development of modern automation tools for designing integrated circuits are considered. One of the main tasks of designing an integrated circuit is a schematic analysis, which must be carried out both at the preliminary stage and after the development of the integrated circuit topology. However, it is possible to identify the main re-quirements that a modern analysis program must meet: reliability - stable calculation of a wide class of electronic circuits, obtaining solutions even for poorly conditioned tasks; high performance - this requirement is especially important when calculating BIS, in tasks of multivariate analysis, such as statistical analysis, and optimization; low costs of machine memory and expansion of the maximum permissible complexity of the analyzed circuits; flexibility, the possibility of making changes to the program, in particular, the replacement of mathematical models of circuit components, the introduction of new models, the improvement of the computational algorithm, the inclusion of the pro-gram in more complex programs, etc.; the availability of convenient input and output of initial information.
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Bastart Jané, Clara, and Marta Flores. "Un programa de tutoría entre iguales para la resolución de problemas matemáticos." Revista Electrónica de Investigación Educativa 26 (February 20, 2025): 1–16. https://doi.org/10.24320/redie.2024.26.e22.5760.
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This study explores the development of cooperative mathematical problem-solving by participants in the “Razonar en pareja” educational program, which is based on cooperative peer tutoring. The research includes a pretest-posttest quasi-experimental study, coupled with a qualitative approach that analyzes interactions between students to detect the influence of mathematical discourse on the variable studied. Progress is observed in participant discourse, with statistically significant improvements in students’ cooperative problem-solving. The study supports a positive influence of peer tutoring on the development of mathematical competence through the program.
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Mkrttchian, Vardan, Lilya Rozhkova, Vladimir Belashov, Svetlana Vlazneva, and Olga Salnikova. "About Technology-Based “Sociology” Software for Knowledge Development." International Journal of Sociotechnology and Knowledge Development 12, no. 4 (2020): 24–40. http://dx.doi.org/10.4018/ijskd.2020100102.
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To analyze data sets, sociologists use various methods of mathematical and statistical data processing, which allows comprehensive analysis of the collected social information. A specialized software application is used in sociology. However, there are not many tools for carrying out a sociological research through all its stages. Sociologists often use different software or several software products. However, these programs are quite complex, and therefore their application is possible with special knowledge after a thorough study of the software product or with the involvement of the relevant specialists. Analysis of the possibilities of various programs for creating and processing sociological data shows that their choice is made by researchers on the basis of the ease of learning the program, the convenience of data management, the speed of computation, and graphic capabilities. In 2014, Belashov developed the Russian program for the input and processing of sociological research data “Sociology,” which allows for complete automation of the process of creating sociological data.
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Kanibaikyzy, K., and A. K. Smakhanova. "MAPLE MATHEMATICAL SYSTEM: SOLVING EQUATIONS." Bulletin of the Korkyt Ata Kyzylorda University 59, no. 4 (2021): 88–93. http://dx.doi.org/10.52081/bkaku.2021.v59.i4.100.
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Knowledge of methods and techniques for working with mathematical and practical computer programs using information and communication technologies and computer software and technical complex technologies, the issues of solving mathematical problems are studied, they facilitate obtaining accurate results, etc. Since information and communication technologies are also very useful for creating pedagogical and psychological conditions that promote comprehensive education of future generations, business, talented, creative, and free development, the development of this program is of great importance. The future of Kazakhstan is in the hands of young people. Therefore, every citizen of the country should fully master innovative technologies and implement them in everyday life. Knowledge of information and communication technologies is an important factor in the development of education reform. Knowing these systems makes it easier to get accurate results, graphically present them, create reports, and so on. This programming system is most suitable for engineering and technological specialties. Therefore, multifunctional software and information capabilities of computer technologies: virtual laboratories, Computer software packages, Internet networks, multimedia, electronic textbooks, etc. Whatever innovative technologies may be, their effectiveness can only be achieved with the skill of the teacher and the improvement of this skill. Therefore, the system and methods of teaching AIDS to increase the motivation of students require each teacher to develop them in depth, implement them and their corresponding skills.
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Ding, Yepeng, and Hiroyuki Sato. "Formalism-Driven Development: Concepts, Taxonomy, and Practice." Applied Sciences 12, no. 7 (2022): 3415. http://dx.doi.org/10.3390/app12073415.
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Formal methods are crucial in program specification and verification. Instead of building cases to test functionalities, formal methods specify functionalities as properties and mathematically prove them. Nevertheless, the applicability of formal methods is limited in most development processes due to the requirement of mathematical knowledge for developers. To promote the application of formal methods, we formulate formalism-driven development (FDD), which is an iterative and incremental development process that guides developers to adopt proper formal methods throughout the whole development lifespan. In FDD, system graphs, a variant of transition systems optimized for usability, are designed to model system structures and behaviors with representative properties. System graphs are built iteratively and incrementally via refinement. Properties of system graphs are specified in propositional and temporal logics and verified by model-checking techniques with interpretation over transition system. In addition, skeleton programs are generated based on system graphs and expose implementable interfaces for executing external algorithms and emitting observable effects. Furthermore, we present Seniz, a framework that practicalizes and automates FDD. In this paper, we explicate the concepts and taxonomy of FDD and discuss its practice.
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Yoo, Ic Soo, and Jong-Gug Yun. "Development and Application of Secondary Mathematics Gifted Class Program Using Artificial Intelligence Focused on Machine Learning." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 15 (2024): 305–20. http://dx.doi.org/10.22251/jlcci.2024.24.15.305.
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Objectives In this study, the goal is to develop a machine learning-centered artificial intelligence-based secondary mathematics gifted class program that enhances the mathematical creativity and computational thinking of secondary mathematics gifted. The program aims to instill a positive attitude towards artificial intelligence in students. Methods We investigate machine learning algorithms applied to artificial intelligence models, select appropriate mathematical topics, and develop a Project-Based Learning (PBL) instructional program where learners can actively participate in implementing artificial intelligence models. The program application was conducted with three students from the Gifted Education Institute at K University located in Chungbuk Province, South Korea, during the 2023 academic year. The participants included one 1st-year middle school student and two 3rd-year middle school students. Data collection involved recording activities, interview recordings, observation journals, activity outcomes, class reflections, and attitude surveys related to artificial intelligence. Results The secondary mathematics gifted class utilizing artificial intelligence was designed by applying the image classification model of Entry, an artificial intelligence model. The class program was structured around two themes: ‘Implementation of an artificial intelligence model classifying rectangles’ and ‘Implementation of an artificial intelligence model classifying tessellations.’ Through the application of the secondary mathematics gifted class program, elements of mathematical creativity and computational thinking were observed in secondary mathematics gifted. When comparing the period before and after the application of the program, it was evident that the implementation of the class program had a positive impact on changing the attitude of secondary mathematics gifted towards artificial intelligence. Conclusions The secondary mathematics gifted class program developed in this study, utilizing machine learning-centered artificial intelligence, proves to be a beneficial method for concurrently enhancing learners' mathematical creativity and computational thinking during the problem-solving process. Furthermore, the practical experience with artificial intelligence has contributed to increasing learners' understanding of artificial intelligence, resulting in a positive shift in their attitudes towards artificial intelligence.
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Bassi, Caterina, Domenico Brunetto, and Umberto Dello Iacono. "Designing with Digital Technologies: The Influence of a Professional Development Program on T eachers' Beliefs." International Journal for Technology in Mathematics Education 31, no. 2 (2024): 53–60. http://dx.doi.org/10.1564/tme_v31.2.03.
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The present study, carried out in the context of a Teacher Professional Development (TPD) Program on mathematical modelling and digital technologies, focuses on how Italian mathematics teachers refer to digital technologies in designing their lessons and investigates to what extent the TPD program impacted the way by which teachers design their lessons using technologies. To this end, teachers' lesson plans in two different moments of the TPD program have been analysed using the TPACK model. The data shows that at the beginning of the TPD program, teachers used to design their lessons without referring to pedagogical aspects. This leads to argue that a teachers' belief seems t o emerge, namely that knowing the features of digital technologies is sufficient to design teaching activities with technology in relation to specific mathematical contents. However, the TPD program appears to have had a positive impact on teachers' knowledge because, at the end of the program, they refer to a greater extent to pedagogical aspects (TPK and TPACK) in their design.
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Karuniakhalida, Puji, Maimunah Maimunah, and Atma Murni. "Development of ICT-Based Mathematical Media on Linear Program Materials to Improve Motivation Learning Students." Journal of Educational Sciences 3, no. 2 (2019): 195. http://dx.doi.org/10.31258/jes.3.2.p.195-204.
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This research was inspirated by the lack of ICT-based learning media in linear program material. Linear program material has the potential to be developed visually using computer devices to facilitate students in understanding the linear programs. The aim of the study was to develop ICTbased mathematics learning media that met the validity, practicality and effectiveness. The instruments used in this research were material validation sheets, media validation sheets, response questionnaires and student motivation questionnaires. Questionnaire sheets were analyzed quantitatively and qualitatively. Based on the results of data analysis and discussion, it can be concluded that the ICTbased media of mathematics learning is valid with an average value of 3.36 by the material validator and 3.42 by the media validator. This learning media also fulfills practical requirements with an average student response of 3.45 in small group trials and 3.18 in large group trials. Learning media also influence students learning motivation.
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Shvetcov, Aleksei Nicolaevich, and Dmitrii Leonidovich Skuratov. "Mathematical Model and Program Development for the Efficient Process Conditions Determination during FeC0.15Cr12Ni2 Steel Diamond Smoothing." Key Engineering Materials 684 (February 2016): 477–82. http://dx.doi.org/10.4028/www.scientific.net/kem.684.477.
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In this paper the mathematical model and the program based on this model for efficient process conditions during a diamond smoothing is introduced. The mathematical model has been tested with heatproof martensite category steel FeC0.15Cr12Ni2 by the synthetic diamond DSB-1 using as a smoothing tool. The mathematical model takes into account plastic deformation degree which could have both smoothing and reinforcing nature. Through the smoothing conditions the surface has a microroughnesses crumpling but reinforcing conditions involve also surface layer microhardness increasing.
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Abdusalimovich, Doniyor Tursunov. "Development of A Mathematical Model for Substantiating the Energy Efficiency of a Heating-Cooling Device." American Journal of Applied Science and Technology 5, no. 5 (2025): 156–69. https://doi.org/10.37547/ajast/volume05issue05-33.
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This article considers the methodology for achieving efficiency by replacing the existing device scheme in the heating and cooling system of buildings with a new proposed structure scheme. In this case, using the created mathematical expression, its characteristics are obtained using the Matlab program and its validation is checked, and based on them, the device operation algorithm is created and the structural scheme of the device is developed.
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Karuniakhalida, Puji, Maimunah, and Atma Murni. "Development of ICT-Based Mathematical Learning Media on Linear Program Materials to Improve Students Achivement." Journal of Research on Mathematics Instruction (JRMI) 1, no. 1 (2019): 38–46. http://dx.doi.org/10.33578/jrmi.v1i1.15.
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This research was inspired by the lack of ICT-based learning media in linear program material. Linear program material has the potential to be developed visually using computer devices to facilitate students in understanding the linear programs. The aim of the study was to develop ICT-based mathematics learning media that met the validity, practicality and effectiveness. The instruments used in this research were material validation sheets, media validation sheets, response questionnaires and student achievement test. Questionnaire sheets were analyzed quantitatively and qualitatively. Based on the results of data analysis and discussion, it can be concluded that the ICT-based media of mathematics learning is valid with an average score of 3.36 by the material validator and 3.42 by the media validator. This learning media also fulfills practical requirements with an average student response of 3.45 in small group trials and 3.18 in large group trials. Learning media also influence students achievement learning. Student achievements in this research are in sufficient criteria that is 65.21%.
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Ivashchenko, Olha. "Research Program: Modeling of Motor Abilities Development and Teaching of Schoolchildren." Teorìâ ta Metodika Fìzičnogo Vihovannâ 20, no. 1 (2020): 32–41. http://dx.doi.org/10.17309/tmfv.2020.1.05.
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The purpose of this study was to find methodological approaches to the development of a research program in modeling the process of teaching physical exercises, motor abilities development and pedagogical control in schoolchildren’s physical education.
 Materials and methods. The total number of schoolchildren involved in the experiment was: 6-10 years old – 465 (240 boys and 225 girls); 11-13 years old – 430 schoolchildren (205 boys and 225 girls); 14-16 years old – 221 schoolchildren (122 boys and 99 girls). To achieve the purpose set, the following research methods were used: modeling, systems approach, methods of theoretical analysis and generalization; pedagogical testing, methods of recording the respiratory system state, observation and pedagogical experiment; methods of mathematical analysis (logistic and asymptotic functions); mathematical methods of planning multifactorial experiments. Factor, discriminant, and regression analyses were performed.
 Results. The research program of modeling schoolchildren’s physical education includes the development of factor, discriminant, and regression models to obtain new information for planning and managing the processes of teaching physical exercises, motor abilities development, and pedagogical control in schoolchildren’s physical education.
 Conclusions. Modeling is an effective tool for studying the regularities of motor training and for developing physical education programs for children and adolescents. In the program of modeling schoolchildren’s physical education, initial data, study object, research methods must meet the following conditions: parametrical description (formulation of tasks, consideration of physical components, analysis of coefficients); initial data (information potential, reliability, accuracy, quantity); methods (similarity, accuracy, implementation time, coincidence with control criteria).
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Blanco, Teresa F., Alejandro Gorgal-Romarís, Cristina Núñez-García, and Pablo G. Sequeiros. "Prospective Primary Teachers’ Didactic-Mathematical Knowledge in a Service-Learning Project for Inclusion." Mathematics 10, no. 4 (2022): 652. http://dx.doi.org/10.3390/math10040652.
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An analysis of the didactic-mathematical knowledge put into play by a sample of 30 prospective primary teachers during their participation in a Service-Learning program focused on mathematical stimulation as a measure of attention to adolescents at risk of social exclusion is presented. The program aimed to respond to current training demands by promoting the development of mathematics-specific professional competencies, as well as social skills to interact with students, and to positively influence the prospective teachers’ affection towards mathematics and its teaching. It was developed during three academic years in two phases: the learning module was oriented to the presentation of the mathematical stimulus program and the didactical analysis of the STEAM activities knocking it into shape; in the service module, the participants implemented the activities in an educational center with students at risk of social exclusion. The analysis was carried out from the video recordings of the sessions, the future teachers’ written reports with the analysis of the activities, questionnaires on the didactic-mathematical knowledge and a satisfaction test. The results show difficulties on the part of the future teachers to analyze some of the activities of the program, which seems to have its origin in their poor command of the common knowledge of the mathematical content, which also limits them when it comes to managing the activities in the way expected for the stimulus program. All in all, participation in the program was positively assessed by them in relation to its usefulness for their training. The potential benefit of Service-Learning programs such as the one addressed here in the face of a positive impact on the affections towards mathematics is concluded, as a necessary step for a more effective acquisition of didactic-mathematical knowledge and skills in the initial training.
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DE LUCIA, A., G. TORTORA, and M. TUCCI. "CREATING TOOLS IN A SOFTWARE ENVIRONMENT BASED ON GRAPH REWRITING RULES." International Journal of Software Engineering and Knowledge Engineering 10, no. 02 (2000): 153–83. http://dx.doi.org/10.1142/s0218194000000109.
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This paper presents the software development workbench WSDW (Web structure-oriented Software Development Workbench) together with the tool development language TDL. WSDW is an integrated structure-oriented software environment which contains several tools for software evolution. The integration of tools is achieved by sharing a program representation which is based upon the mathematical concept of relation: the web structure is the basic high level representation of programs within the environment. The TDL language is a structure-oriented language that supports the creation of a wide variety of tools both for software development and maintenance. The elementary statements in a TDL program are web rewriting rules and manipulations of programs are expressed as web transformations. Moreover, to make program transformations more intuitive to the tool programmer, web rewriting rules are expressed graphically. Each tool in WSDW performs a sequence of web transformations and new software tools can be implemented as TDL programs and integrated into WSDW.
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Scott, Carlton H., and Thomas R. Jefferson. "Duality for linear multiplicative programs." ANZIAM Journal 46, no. 3 (2005): 393–97. http://dx.doi.org/10.1017/s1446181100008336.
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AbstractLinear multiplicative programs are an important class of nonconvex optimisation problems that are currently the subject of considerable research as regards the development of computational algorithms. In this paper, we show that mathematical programs of this nature are, in fact, a special case of more general signomial programming, which in turn implies that research on this latter problem may be valuable in analysing and solving linear multiplicative programs. In particular, we use signomial programming duality theory to establish a dual program for a nonconvex linear multiplicative program. An interpretation of the dual variables is given.
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Т.Б., Хомуленко, Поденко А.В. та Фоменко К.І. "ТРЕНІНГОВІ ПСИХОТЕХНОЛОГІЇ В ПРОГРАМАХ ПСИХОЛОГІЧНОГО СУПРОВОДУ". Вісник Харківського національного педагогічного університету імені Г.С. Сковороди Психологія, № 54 (14 серпня 2016): 247–60. https://doi.org/10.5281/zenodo.60192.
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The article presents the theoretical approaches to the training programs and psy-chological support programs. It was characterized two main types of psychological sup-port programs, where the first is aimed at the actualization of mental qualities, and the second – at the development of abilities. The structure of the program provides an ini-tial, basic and final stages, the objectives of which are aimed at the realization of the main goal of the PSP. The article defines the main directions of mathematical and statis-tical tools to test the effectiveness of psychological support program.
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Panaoura, Rita. "Prospective Teachers’ Self-Regulation: The History of Mathematics as a Tool for Perseverance." Education Sciences 14, no. 12 (2024): 1335. https://doi.org/10.3390/educsci14121335.
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The present study investigated the effect of improving prospective teachers’ self-regulation to teach mathematics at primary education through the mathematical courses they attended at a pedagogical department. Forty-eight students of a pedagogical department participated in the conducted quantitative study. The implemented intervention program, which consisted of two math content courses and a teaching methodology course on mathematics, emphasized the acquaintance of unsolved mathematical problems, the historical development of mathematical concepts, the obstacles faced during the development of concepts through the centuries, and the process of mathematical continuity and development. The use of the history of mathematics aimed to enhance participants’ self-regulatory abilities about the learning and teaching of mathematics. We had used data from tools administered four times over a period of the four years of their studies: at the beginning of their studies, after two math content courses, after a course about the teaching of mathematics, and after the field work at a school. The analysis of those data showed that there was an improvement in their mathematical performance and their self-regulation ability to solve problems, but there was a decrease in their self-efficacy beliefs to teach mathematics and to self-regulate their respective teaching behavior. We discuss the effectiveness of the program on the specific dimension and the implications of the design of teacher education programs grounded in the history of mathematics, with the aim to enhance prospective teachers’ self-regulation on handling difficult situation during the teaching of mathematics.
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Steen, Sam, Hung-ling (Stella) Liu, and Melissa S. Chang. "Empowering Black Youth: Insights from the Books 2 Basketball Program on Career and Academic Development." Career and Technical Education Research 48, no. 3 (2023): 55–75. http://dx.doi.org/10.5328/cter48.3.57.
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In this article we describe the Books 2 Basketball (B2B) program created by a school counsellor for Black youth along with some preliminary outcomes examined after its implementation. This program was not evaluated for effectiveness but to determine if the program was feasible and to share feedback from some of the participants. The B2B program is facilitated after-school and geared toward exposing Black youth to college preparatory dialogue using the development of basketball and academic skills. The overarching goal of this program is to promote students??? potential for academic success, which enhances post-secondary options, by teaching children basic basketball and basic arithmetic/mathematical skills (i.e., how to calculate fractions, percentages, decimals, and ratios). The feedback from the student participants provides implications for the use of sport and recreation-related programs to promote their learning, career development, and physical health. We conclude this article with implications for research, practice, and policy for educators unveiling the brilliance of Black/African American youth.
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Shek, Daniel Tan Lei, Alan Chi Keung Cheung, Anna Na Na Hui, Kim Hung Leung, and Ruby Shui Ha Cheung. "Development and Evaluation of a Pioneer School-Based Gifted Education Program (Project GIFT) for Primary and Secondary Students in Hong Kong." International Journal of Environmental Research and Public Health 19, no. 8 (2022): 4832. http://dx.doi.org/10.3390/ijerph19084832.
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In this study, we used a quasi-experimental research design with pretest and post-test data collected from an experimental group and a control group to investigate changes in students after participating in a school-based gifted education program (Project GIFT) in Hong Kong. There were 3207 successfully matched students (3rd to 9th graders) joining the Level 1 program (for all students) alone or both the Level 1 program and Level 2 program (for gifted students). Participants of the experimental and control groups completed validated measures on creativity, multiple intelligences, gifted characteristics, self-efficacy, psychological well-being, and satisfaction with life before and after participating in the program(s). One-way ANCOVA results revealed that students in the experimental groups showed positive changes after joining the program(s), with a greater impact for students joining both Level 1 and Level 2 programs. Students participating in both Level 1 and Level 2 programs displayed significant improvement in creativity, academic performance, logical–mathematical intelligence, intrapersonal intelligence, self-efficacy, autonomy, environmental mastery, and personal growth compared to the control counterparts. This study illustrates the benefits of the Level 1 and Level 2 programs in promoting the holistic development of the program participants.
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Biriukov, S. "Development of a Program for Calculating the Air Regime of a Building." Journal of Physics: Conference Series 2096, no. 1 (2021): 012128. http://dx.doi.org/10.1088/1742-6596/2096/1/012128.
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Abstract The article describes the main differences between a specialized program for calculating the air regime of a building and universal software systems. Algorithms for creating a mathematical model, calculation algorithms and applications are given. A brief description of the principles of the program, the requirements for computer technology and software are given.
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Shin, Won Ae, and Haejung Lee. "The development and effects of an unplugged coding program for the with 2019 kindergarten curriculum manual." korean Jouranl of Early Childhood Education 26, no. 1 (2024): 75–100. http://dx.doi.org/10.15409/riece.2024.26.1.4.
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The purpose of this study is to develop a coding program linked to the Revised Nuri Curriculum and verify its effects on children's creative thinking, learning-related social skills, and logical-mathematical intelligence. In order to achieve this goal, the effectiveness was verified through the steps of establishing the program goal, primary development of the program and modification and supplementation after field application, pre-testing, implementation of an unplugged coding program linked to the Nuri Curriculum for 5-year-old children, and post-testing. The developed program was used to conduct the study, which was carried out for 4 months at J Kindergarten in Hwaseong, where the children of the age of the study subject belong. One of the classes was assigned as the experimental group, and the other as the control group. Collected data from pre and post treatment were statistically analyzed by using covariance(ANCOVA) with SPSS WIN 22.0 program. The result showed that the coding program developed in this research has a positive impact on creative thinking, learning-related social skills, and logical-mathematical intelligence of children. The program built in this study provided meaningful implications for applying and realizing coding education in early childhood education.
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Murtianto, Yanuar Hery, Sutrisno Sutrisno, Nizaruddin Nizaruddin, and Muhtarom Muhtarom. "EFFECT OF LEARNING USING MATHEMATICA SOFTWARE TOWARD MATHEMATICAL ABSTRACTION ABILITY, MOTIVATION, AND INDEPENDENCE OF STUDENTS IN ANALYTIC GEOMETRY." Infinity Journal 8, no. 2 (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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Skladanyuk, Valeria N. "Formation of Elementary Mathematical Concepts in Junior Schoolchildren with Speech Impairment." SMALTA, no. 3 (October 6, 2023): 70–85. http://dx.doi.org/10.15293/2312-1580.2303.06.
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The article presents the practical aspects of studying the formation of elementary mathematical representations in younger students with speech impairment. The specificity of elementary mathematical representations in younger schoolchildren with speech impairment is analyzed. During the experimental study, it was found that at the ascertaining stage of the experiment, children of primary school age with speech disorders showed low levels of formation of elementary mathematical representations. A program was developed that consists of three stages: preparatory, main and final. A feature of the main stage was the inclusion in the classes not only of tasks for the development of counting skills and mathematical representations, but also of motor exercises. At the control stage of the experiment, the indicators of the development of elementary mathematical representations became higher in the experimental group, which indicates the effectiveness of the use of a psycho-correction program aimed at the growth of elementary mathematical representations of children of primary school age with speech impairment.
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Nemrawi, Ziad M., and Amjad M. Zraiqat. "The Efficiency of Professional Development Programs based on Social Constructivism in Improving Teaching Practices of Mathematics Teachers in Jordan." Journal of Educational and Psychological Studies [JEPS] 14, no. 2 (2020): 342–61. http://dx.doi.org/10.53543/jeps.vol14iss2pp342-361.
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The purpose of this study was to investigate the efficiency of professional development programs based on social constructivism in improving the teaching practices of mathematics teachers. The research team developed a training program based on social constructivism in teacher education. The participants of this program included nine mathematics teachers from the Um Al-Basateen school district located in the south of the capital city, Amman. Data was collected before and after the program and certain tools of qualitative research were employed in the study. These tools included observation, interviews, and documentation. Moreover, the research team developed a measurement to evaluate the participants’ teaching practices. The measurement consisted of five levels (novice, advanced beginner, competent, proficient and expert) indicating the improvement in teaching practices. The teaching practices under evaluation were composed of six areas: teaching, learning, evaluation, classroom dialogue, knowledge resources, and mathematical content. Research findings indicated that there was a noticeable improvement in the participants’ teaching practices during the two stages of the study. Prior to the program, the teaching practices in the areas of classroom dialogue and knowledge resources were classified at the first level (novice) and in the remaining four areas, the teaching practices were classified at level two (advanced beginner). However, in the post-program stage, teaching practices in the areas of teaching, learning and classroom dialogue reached level five (expert) whereas mathematical content achieved level four (proficient). Furthermore, teaching practices in the areas of evaluation and resources reached level three (competent).