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Journal articles on the topic 'Earth sciences – mathematics'

Author: Grafiati

Published: 27 July 2024

Last updated: 29 July 2024

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1

Beqqali, Nabila, Khalid Hattaf, and Naceur Achtaich. "Mathematical Biology in High School Mathematics Education." Journal of Educational and Social Research 13, no. 6 (November 5, 2023): 326. http://dx.doi.org/10.36941/jesr-2023-0168.

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Mathematical biology has made great progress in recent years, particularly in epidemiology during or even before the COVID-19 pandemic. Mathematical modeling has played a key role in this progress. In this paper, we examine whether the teaching and learning of mathematics in Moroccan high school takes into consideration specialty disciplines such as biology. To do this, we are looking for the applications of biology in the Moroccan mathematical programs in the second year of the baccalaureate option life and earth sciences. First, we analyze the pedagogical guidelines concerning mathematical applications in specialty disciplines. In addition, we analyze the textbooks concerning the second year of baccalaureate option life and earth sciences. The results show that mathematical applications in experimental sciences, especially in biology, for the mathematics program of the second year of the baccalaureate are still very limited in the Moroccan curriculum, whether in learning activities or exercises. Received: 21 September 2023 / Accepted: 20 October 2023 / Published: 5 November 2023

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2

Camacho, A. G., J. I. Díaz, and J. Fernández. "Introduction: Linking Earth Sciences and Mathematics." Pure and Applied Geophysics 165, no. 6 (June 2008): 997–1001. http://dx.doi.org/10.1007/s00024-008-0343-7.

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3

Camacho, A. G., J. I. Díaz, and J. Fernández. "Introduction to Earth Sciences and Mathematics, Volume II." Pure and Applied Geophysics 165, no. 8 (August 2008): 1459–63. http://dx.doi.org/10.1007/s00024-008-0396-7.

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4

Allègre, Claude, and Vincent Courtillot. "Revolutions in the earth sciences." Philosophical Transactions of the Royal Society of London. Series B: Biological Sciences 354, no. 1392 (December 29, 1999): 1915–19. http://dx.doi.org/10.1098/rstb.1999.0531.

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The 20th century has been a century of scientific revolutions for many disciplines: quantum mechanics in physics, the atomic approach in chemistry, the nonlinear revolution in mathematics, the introduction of statistical physics. The major breakthroughs in these disciplines had all occurred by about 1930. In contrast, the revolutions in the so–called natural sciences, that is in the earth sciences and in biology, waited until the last half of the century. These revolutions were indeed late, but they were no less deep and drastic, and they occurred quite suddenly. Actually, one can say that not one but three revolutions occurred in the earth sciences: in plate tectonics, planetology and the environment. They occurred essentially independently from each other, but as time passed, their effects developed, amplified and started interacting. These effects continue strongly to this day.

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Mahbod, Mohammad. "Physics, Mechanics, Mathematics." JOURNAL OF ADVANCES IN MATHEMATICS 11, no. 4 (September 23, 2015): 5115–66. http://dx.doi.org/10.24297/jam.v11i4.1261.

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Dynamics features movement and stable means. Continuous Stable dynamics thus means continuous movement or motion. That is a moving object which enjoys continuous movement. For example, the electron continuous revolution round the nucleus, the revolution of the moon round the earth and that of the earth round the sun. In this formula, the continuous movement of the moving object round the origin of coordinates in space is studied. Regarding the importance of the angular speed calculation in most of applied sciences such as dynamic mechanics , aerospace , dynamic systems and lock of a relation established in this connection , the need is felt that in order to design and optimize dynamic systems , a reasonable relation should be presented . This paper tries to prove such a relation in the easiest possible way.

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6

Vierling, Lee, Jeffrey Frykholm, and George Glasson. "Learning Mathematics and Earth System Science…Via Satellite." Journal of Geoscience Education 54, no. 3 (May 2006): 262–71. http://dx.doi.org/10.5408/1089-9995-54.3.262.

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7

Merrill, Ronald T. "Applied Mathematics for Earth Scientists." Eos, Transactions American Geophysical Union 69, no. 23 (1988): 637. http://dx.doi.org/10.1029/88eo00205.

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8

Bohner, Martin. "Updated Aims and Scope of Foundations." Foundations 4, no. 1 (December 19, 2023): 1–2. http://dx.doi.org/10.3390/foundations4010001.

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Foundations published its inaugural issue in 2021, establishing itself as a new international open access, peer-reviewed, multidisciplinary journal of science and techonology, covering mathematics, physics, chemistry, biology, engineering, earth sciences, materials, information sciences, and medical sciences [...]

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9

Pourret, Olivier, and Daniel Enrique Ibarra. "The rise of preprints in earth sciences." F1000Research 12 (July 10, 2023): 561. http://dx.doi.org/10.12688/f1000research.133612.2.

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The rate of science information's spread has accelerated in recent years. In this context, it appears that many scientific disciplines are beginning to recognize the value and possibility of sharing open access (OA) online manuscripts in their preprint form. Preprints are academic papers that are published but have not yet been evaluated by peers. They have existed in research at least since the 1960s and the creation of ArXiv in physics and mathematics. Since then, preprint platforms—which can be publisher- or community-driven, profit or not for profit, and based on proprietary or free and open source software—have gained popularity in many fields (for example, bioRxiv for the biological sciences). Today, there are many platforms that are either disciplinary-specific or cross-domain, with exponential development over the past ten years. Preprints as a whole still make up a very small portion of scholarly publishing, but a large group of early adopters are testing out these value-adding tools across a much wider range of disciplines than in the past. In this opinion article, we provide perspective on the three main options available for earth scientists, namely EarthArXiv, ESSOAr/ESS Open Archive and EGUsphere.

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10

Unfer, Louis. "History of the Earth Sciences at Southeast Missouri State University." Earth Sciences History 4, no. 1 (January 1, 1985): 69–71. http://dx.doi.org/10.17704/eshi.4.1.f2160035u6854p28.

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The history of Southeast Missouri State University parallels that of other teacher education institutions. It started as Southeast Missouri Normal School in 1873 and reached university status in 1972. A department of Geology and Geography was established in 1909, becoming the Geography Department in 1915. In 1924, the sciences were combined into the Science Department. In 1960, this became the Division of Science and Mathematics and the Department of Earth Sciences was formed. An earth science major began in 1937, with separate geology and geography majors established in 1958. Recently the Department has developed more specialized, job-oriented programs in mining geology and in cartography. Since 1983 the Department has also operated a field camp, headquartered on the campus of Dixie College, St. George, Utah.

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11

Förster, A., and D. F. Merriam. "Quantitative methods in the earth sciences." Mathematical Geology 29, no. 4 (May 1997): 615. http://dx.doi.org/10.1007/bf02775090.

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Förster, A., D. F. Merriam, Vera Pawlowsky, D. F. Merriam, and Andrea Förster. "Quantitative methods in the earth sciences." Mathematical Geology 29, no. 6 (August 1997): 859. http://dx.doi.org/10.1007/bf02768906.

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13

Förster, A., and D. F. Merriam. "Quantitative methods in the earth sciences." Mathematical Geology 29, no. 1 (March 1997): 183. http://dx.doi.org/10.1007/bf02769625.

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Förster, A., and D. F. Merriam. "Quantitative methods in the earth sciences." Mathematical Geology 29, no. 2 (June 1997): 315. http://dx.doi.org/10.1007/bf02769637.

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Förster, A., and D. F. Merriam. "Quantitative methods in the earth sciences." Mathematical Geology 29, no. 3 (September 1997): 433. http://dx.doi.org/10.1007/bf02769646.

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Förster, A., and D. F. Merriarn. "Quantitative methods in the earth sciences." Mathematical Geology 29, no. 5 (January 1997): 727. http://dx.doi.org/10.1007/bf02769654.

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17

Buss, Samuel, Rosalie Iemhoff, Ulrich Kohlenbach, and Michael Rathjen. "Mathematical Logic: Proof Theory, Constructive Mathematics." Oberwolfach Reports 17, no. 4 (September 13, 2021): 1693–757. http://dx.doi.org/10.4171/owr/2020/34.

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18

Naumova, Vera V. "VI All-Russian Conference "Information Technologies for Earth Sciences and Digitalization in Geology and Mining industry. ITES-2022"." Geoinformatika, no. 4 (December 27, 2022): 4–7. http://dx.doi.org/10.47148/1609-364x-2022-4-4-7.

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The main purpose of the Conference: presentation by leading experts of reports on current research areas in a number of fields of applied mathematics, computer science and Earth sciences; popularization of scientific activity, involvement of young people and students in science; organization of interaction between scientists representing various fields of knowledge.

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19

Chikampa, Victor, Derrick Banda, Jacqueline Siwale, Sheilas C. Kafula, Ireen Moonga, Alfred Daka, and Lungowe Chindele. "The Effect of Mathematics Anxiety on Mathematics Self Efficacy and Perceived Mathemathics Achievement." International Journal of Research and Innovation in Social Science VII, no. VI (2023): 1010–17. http://dx.doi.org/10.47772/ijriss.2023.7683.

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This study examined the relationship between mathematics anxiety, mathematics self-efficacy and perceived mathematics success among 131 freshmen Zambian engineering and natural and applied science students. A quantitative ex post facto survey design was used to achieve the research objectives. Negative but statistically significant relationships between mathematics anxiety and self-efficacy as well as perceived mathematics achievement were established. A positive empirical relationship between mathematics self-efficacy and perceived mathematics achievement was supported.

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20

Heo, Nam Gu. "Comparative Analysis of ｢Geometry｣ and ｢Earth Science II｣ Textbooks on Ellipse Construction." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 1 (January 15, 2024): 319–35. http://dx.doi.org/10.22251/jlcci.2024.24.1.319.

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Objectives The purpose of this study is to compare and analyze the meaning and method of ellipse construction of the ｢Geometry｣ and ｢Earth ScienceⅡ｣ textbooks of the 2015 revised curriculum. Methods To do this, an analysis framework for the meaning and method of ellipse construction was developed, and the contents related to ellipse construction of seven ｢Geometry｣ textbooks and four ｢Earth ScienceⅡ｣ text-books were analyzed in accordance with the analysis framework. Results First, seven ｢Geometry｣ textbooks and four ｢Earth ScienceⅡ｣ textbooks all suggested activities to mean drawing ellipse. Second, five ｢Geometry｣ textbooks presented the activity of constructing an ellipse using ruler and compass. Third, in the case of the ｢Geometry｣ textbooks, four presented a method of drawing using concen-tric circles, four presented a method of using origami, and five presented a method of drawing using pushpin and thread. Fourth, the same ellipse drawing activity was presented in the four ｢Earth Science Ⅱ｣ textbooks. All text-books presented activities to draw the elliptical orbit of Mars based on observation data, and methods of drawing using pushpin and thread. Conclusions Since the link between science, mathematics, information, and environmental curriculum is em-phasized, it is necessary to conduct a follow-up study on the curriculum linking mathematics and science based on the results obtained in this study. In addition, research on how to use mathematical technologies in science education has recently been conducted, so follow-up research on various teaching and learning method to con-struct an ellipse orbit such as using mathematical technologies, needs to be conducted in the ｢Earth ScienceⅡ｣ textbook.

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21

III, Edmund L. Russell, A. T. Walden, and P. Guttorp. "Statistics in the Environmental and Earth Sciences." Technometrics 36, no. 4 (November 1994): 431. http://dx.doi.org/10.2307/1269974.

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22

Turskienė, Sigita. "Kompiuterinių matematikos sistemų programavimo kalbų lyginamoji analizė." Lietuvos matematikos rinkinys 44 (December 17, 2004): 377–82. http://dx.doi.org/10.15388/lmr.2004.31946.

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The paper analyses possibilities of programming languages of computer mathematics systems. The summary table of operations of 5 programming languages is presented. The advantages and disadvantages between programming languages of computer mathematics systems (MAPLE, MATHEMATICA, MATLAB) and professional programming languages (C/C++, PASCAL) are presented, too. That makes easier the application of computer mathematics systems in practice.

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23

Sugianto, Rahmad, Yus Mochamad Cholily, Rani Darmayanti, Kamilia Rahmah, and Niswatun Hasanah. "Development of Rainbow Mathematics Card in TGT Learning For Increasing Mathematics Communication Ability." Kreano, Jurnal Matematika Kreatif-Inovatif 13, no. 2 (October 8, 2022): 221–33. http://dx.doi.org/10.15294/kreano.v13i2.38068.

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Mathematics communication, which includes writing, drawing, and expressing mathematics, is essential in learning mathematics. The teacher needs to design learning to develop the ability to communicate mathematically. Questions presented in the Rainbow Mathematics Card (RMC) allow participants to be educated to convey the ideas and concepts that become part of developing mathematics communication ability. The study aims to make mathematics communication ability TGT learning with RMC. A type study is a mixed method that is designed and experimented with in subjects research. Data was obtained through test mathematics ability communication before and after learning using a paired t-test. The results showed an enhanced mathematics communication ability through the TGT learning model with RMC.Komunikasi matematika yang meliputi menulis, menggambar, dan mengekspresikan matematika, sangat penting dalam pembelajaran matematika. Guru perlu merancang pembelajaran untuk mengembangkan kemampuan berkomunikasi matematis. Soal-soal yang disajikan dalam Rainbow Mathematic Card (RMC) memungkinkan peserta dididik untuk menyampaikan ide dan konsep yang menjadi bagian dari pengembangan kemampuan komunikasi matematika. Tujuan penelitian ini untuk tes peningkatan kemampuan matematis melalui pembelajaran TGT dengan RMC. Jenis studi adalah metode campuran yang kemudian dikembangkan dan dieksperimentasikan ke subjek penelitian. Data diperoleh melalui tes kemampuan komunikasi matematis sebelum dan sesudah pembelajaran menggunakan uji t berpasangan. Hasil penelitian menunjukkan peningkatan kemampuan komunikasi matematis melalui pembelajaran TGT dengan RMC.

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Ryskin, Mikhail, and Aleksej Ivanov. "Nonlinear dynamics in Earth sciences: information to reflect on." Izvestiya VUZ. Applied Nonlinear Dynamics 11, no. 6 (December 31, 2003): 138–48. http://dx.doi.org/10.18500/0869-6632-2003-11-6-138-148.

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Recently, Newton principles and partly quant theory dominate in Earth sciences to understand outward things. However, аn idea оf nonlinear dynamics actively penetrates in various branches оf Earth sciences: geophysics, оil geology, geochemistry etc. Geophysics perceives these ideas the most organic. Principles of nonlinear seismic is discussed here as the most indicative example of penetrating ideas of nonlinear dynamics in practice.

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25

Turskienė, Sigita. "Kompiuterinės matematikos sistemos mokymo procese." Lietuvos matematikos rinkinys 42 (December 20, 2002): 283–88. http://dx.doi.org/10.15388/lmr.2002.32911.

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The paper analyses possibilities of using computer mathematics systems in teaching process. The work surveys possibilities of using systems by teachers. The advantages and disadvantages of such computer mathematics systems as MAPLE, MATHEMATICA, MATLAB and MATHCAD are also examined in the work.

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26

Abiad, Fouad. "Mathematical Modeling of the Strategy of the Early Islamic Wars." International Journal of Social Science Research and Review 3, no. 1 (March 10, 2020): 1–14. http://dx.doi.org/10.47814/ijssrr.v3i1.29.

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A mathematical model is a description of a system using mathematical concepts and language. The process of developing a mathematical model is termed mathematical modeling. Mathematical models are used in the natural sciences (such as physics, biology, earth science, chemistry) and engineering disciplines (such as computer science, electrical engineering), as well as in the social sciences (such as economics, psychology, sociology, political science).The main activities involved in this procedure are observation followed by mathematical modeling; simulation, analysis, optimization and back to observation, Mathematics has been applied to all sciences; and religious and military sciences are no exception, and mathematics can be used highly to design different war operations and solve battlefield equations to gain relative or absolute superiority over the enemy. We can also see clearly the application of mathematics in the Game Theory of war in abundance. In this applied research, conducted in a library method, the challenges between the army of Amir al-Mu’minin, ʿAlī ibn Abī Ṭālib (as), and the army of Muʿāwiya ibn Abī Sufyān in the Battle of Siffin have been modeled using Game Theory and the strategies of each of these two fronts are compared.

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27

Christakos, George. "Recursive parameter estimation with applications in earth sciences." Journal of the International Association for Mathematical Geology 17, no. 5 (July 1985): 489–515. http://dx.doi.org/10.1007/bf01032105.

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28

Journel, A. G. "Geostatistics: Models and tools for the earth sciences." Mathematical Geology 18, no. 1 (January 1986): 119–40. http://dx.doi.org/10.1007/bf00897658.

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29

Ragalytė, Birutė, and Alma Paukštienė. "Creation of the mathematics syllabus in Lithuania between two world wars." Lietuvos matematikos rinkinys 45 (December 18, 2005): 239–43. http://dx.doi.org/10.15388/lmr.2005.26653.

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Creation of the mathematic syllabus in Lithuania between the civil and world war is presented in this article. The history syllabus is described in this period. Ideas of Kleinas and Merane program are discussed in this article.The influence and experience of foreign countries in creating the mathematics syllabus are introduced. Discussions of the first mathematics and physics conference how to improve education are presented.

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30

Serbenyuk, S. O. "Mathematics in police activity: basics, features, mathematical training." Bulletin of Kharkiv National University of Internal Affairs 103, no. 4 (December 25, 2023): 333–44. http://dx.doi.org/10.32631/v.2023.4.32.

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The main attention is paid to the introduction of a comprehensive academic discipline “Mathematical Methods in Police Activity” for the first time and the discussion of the content of its first module for students of higher education institutions subordinated to the Ministry of Internal Affairs of Ukraine with the aim of combining mathematical methods, as well as elements of physics, astronomy and geography, in particular topography, to solve practical problems in the professional activity of police officers. Some components of the first module of this discipline are formulated on the basis of a study of an online course on mathematics for firefighters and rescuers in the United States. The problem of introducing a course in mathematics or elements of applied mathematics (mathematics and methods of solving tasks for professional purposes) or applied mathematics with elements of natural science (an integrated course in astronomy, physics and geography) into the educational process of training future police officers has not been studied in a comprehensive manner. There are some recommendations on the expediency of studying statistics, but there are many branches of mathematics whose methodology is useful for solving applied problems in the fields of justice and law enforcement. The need for such a study is due to the lack of a universal course for police officers in the world practice that would combine practical problem solving, mathematical methods, physical laws and processes, astronomy and geography, including topography. The formulated components of the first module of the course are relatively complete in terms of content and form the knowledge necessary to develop the skills and abilities to perform elementary calculation professional tasks and to comply with and understand safety rules. The article is the first in a series of articles on the relevant topic, some of which are in the process of preparation or are preprints.

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Thompson, J. Michael T., and Charles H. T. Wang. "Future perspectives in astronomy and the earth sciences." Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences 363, no. 1837 (October 25, 2005): 2665–73. http://dx.doi.org/10.1098/rsta.2005.1677.

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This article is an overview of the contributions to the Triennial Issue of Phil. Trans. R. Soc. A published in December, 2005, and also plays the role of a Preface. Devoted to the work of young scientists, the issue covers the fields of astronomy and earth science.

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Berezko, Аlexandr, Anatoly Soloviev, Roman Krasnoperov, and Alena Rybkina. "INTELLECTUAL ANALYTICAL GEOINFORMATION SYSTEM “EARTH SCIENCE DATA FOR THE TERRITORY OF RUSSIA”." Environment. Technology. Resources. Proceedings of the International Scientific and Practical Conference 1 (August 3, 2015): 215. http://dx.doi.org/10.17770/etr2009vol1.1122.

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The present study is aimed at the integration of data on geography, geology, geophysics, geoecology and other Earth sciences in the comprehensive problem-oriented geoinformation system (GIS) including the intellectual superstructure for geoinformation analysis. At the present time GIS provide only limited opportunities for general analysis of geodata handled. At the same time, among the scientific community, dealing with the Earth sciences data, the requirement of more profound and comprehensive data analyzing and processing is constantly growing. The theory and methods of artificial intellect (AI) must become not only an integral, but the main core of a modern GIS. The methods of fuzzy mathematics correlate with a fuzzy character of geophysical data. The AI methods, developed by the authors, and presently applied to volcanic activity monitoring, search and interpretation of anomalies in geophysical fields, solving environmental, geodynamic and other problems, turned out to be a success.

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Pushcharovsky, D. Yu. "The Modern Crystallography: Is It Useful for the Earth’s Sciences?" Moscow University Bulletin. Series 4. Geology, no. 1 (December 15, 2022): 3–23. http://dx.doi.org/10.33623/0579-9406-2023-1-3-23.

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Formed in XVII century at the junction between mineralogy and mathematics subsequently crystallography is considered as the science which is closer to physics, chemistry, biology and even to medicine. Due to this fact, the community, associated with the Earth’s sciences, accepts it with some restraint. The importance of the most advanced crystallographic approaches, the results obtained and the new insights which contribute the further development of the new scientific ideas about the composition and the structure of the Earth and some terrestrial planets are considered.

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Viličić, Marina, and Nedjeljko Frančula. "Professor Emeritus Miljenko Lapaine - On the Occasion of his 70th Birthday." Kartografija i geoinformacije 21 (January 3, 2023): 4–11. http://dx.doi.org/10.32909/kg.21.si.1.

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Miljenko Lapaine was born in Zagreb on 4 April 1952. After primary school and junior music school, he attended a mathematics gymnasium and music high school. He then studied mathematics and graduated in 1976 from the Faculty of Natural Sciences and Mathematics of the University of Zagreb, majoring in theoretical mathematics.

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Nugraheni, Zahra. "Integrasi Environmental Education Pada Pembelajaran Matematika Sebagai Mitigasi Ancaman Perubahan Iklim." IMEJ : Indonesian Mathematics Education Journal 1, no. 1 (March 29, 2024): 71–86. http://dx.doi.org/10.21154/imej.v1i01.10.

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The climate change that occur on earth is very urgent to be searched for efforts of disaster mitigation. Education, especially mathematics education, has a strategic role in introducing and preventing climate change in the next generation. The reason is, mathematics is the mother of all sciences which is closely related to all aspects of life and is also the basis for technological development. Efforts to mitigate the threat of climate change in the school environment are through the integration of environmental education in the school curriculum, especially in mathematics learning process. This research is a literature review research related to the integration of environmental education in mathematics learning. It is hoped that the results of this research can become a reference for teachers as the efforts to mitigate climate change through integrating environmental education in mathematics learning.

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COX, B. LEA, and J. S. Y. WANG. "FRACTAL SURFACES: MEASUREMENT AND APPLICATIONS IN THE EARTH SCIENCES." Fractals 01, no. 01 (March 1993): 87–115. http://dx.doi.org/10.1142/s0218348x93000125.

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Earth scientists have measured fractal dimensions of surfaces by different techniques, including the divider, box, triangle, slit-island, power spectral, variogram and distribution methods. We review these seven measurement techniques, finding that fractal dimensions may vary systematically with measurement method. We discuss possible reasons for these differences, and point to common problems shared by all of the methods, including the remainder problem, curve-fitting, orientation of the measurement plane, size and direction of the sample. Fractal measurements have been applied to many problems in the earth sciences, at a wide range of spatial scales. These include map data of topography; fault traces and fracture networks; fracture surfaces of natural rocks, both in the field and at laboratory scales; metal surfaces; porous aggregate geometry; flow and transport through heterogeneous systems; and various microscopic surface phenomena associated with adsorption, aggregation, erosion and chemical dissolution. We review these applications and discuss the usefulness and limitations of fractal analysis to these types of problems in the earth sciences.

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B., Firmansyah, and Muhammad Rijali Rais. "DEVELOPMENT OF MATHEMATICAL LITERACY-BASED TEACHING MATERIAL ON MATHEMATICS." MaPan 11, no. 1 (June 4, 2023): 21–37. http://dx.doi.org/10.24252/mapan.2023v11n1a2.

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This study aims to produce mathematics teaching material based on literacy. This teaching material is purposively developed and designated for all students, both students with low, medium, and high levels of literacy. Consequently, teachers could easily apply it classically in various learning environments in the class. The design uses the Plomp development model. The research subjects were class VII students of MTsN 3 Central Aceh with instruments in the form of expert validation sheets, practicality assessment sheets, and effectiveness assessments. This study describes the process of developing good-quality textbooks that have fulfilled the criteria of validity, practicality, and effectiveness. The results of expert validation on the material indicator, the average V index score was 0.81, the mathematical literacy indicator was 0.77, the illustration indicator was 0.74, the layout/format indicator was 0.8, and the language indicator was 0.8. Based on these results, it is known that the developed textbooks have fulfilled the valid category. The results of the recapitulation of the practicality questionnaire by the rater have a total score of 137 and a mean score of 45.66. Therefore, the teaching materials are categorized as Very Practical based on the categories used. The tests carried out in the test group showed that the mastery of learning after using textbooks was above 85%, which means that it fulfilled the excellent category, and indicates that the teaching materials developed are effective.

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Ragelytė, Birutė, and Alma Paukštienė. "Užsienio šalių įtaka kuriant matematikos programas tarpukario Lietuvoje." Lietuvos matematikos rinkinys 46 (September 21, 2023): 216–21. http://dx.doi.org/10.15388/lmr.2006.30631.

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The influence foreign countries in creation of the mathematic syllabus in Lithuania between two world wars is presented in this article. Ideas of Klein and Merane program are discussed in this article. The influence and experience of foreign countries in creating the mathematics syllab us are introduced. Results of analysis Lithuanian mathematics syllabus and foreign counties (France, Austria, Germany, Italy) of this period are presented in this article.

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Helsa, Yullys, Darhim Darhim, Dadang Juandi, and Turmudi Turmudi. "BLENDED LEARNING IN TEACHING MATHEMATICS." AKSIOMA: Jurnal Program Studi Pendidikan Matematika 10, no. 2 (July 7, 2021): 733. http://dx.doi.org/10.24127/ajpm.v10i2.3447.

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The background of this research was the development of blended learning in teaching mathematics. This study aimed to determine the benefits of blended learning in teaching mathematics by analyzing previous research. The method in this study is a systematic literature review (SLR), it descriptive based survey in the form of an analysis of 25 articles from the Science Direct database in the 2010-2020 period. The results showed that there are many benefits of blended learning in mathematic, which includes: to improve mathematical thinking skills, develop good perceptions, improve learning outcomes, increase self-regulation, increase thinking/problem-solving skills, improve communication skills, increase student participation, simplify the assessment process, increase computational thinking skills, and critical thinking skills. The most significant benefit of blended learning is student learning outcomes, shown in 52% of the articles. The research implies the importance of supporting teachers in identifying the objectives of blended learning.

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Constant, Jean. "Knowledge Visualization in Crystal Modeling." International Journal of Creative Interfaces and Computer Graphics 10, no. 2 (July 2019): 1–16. http://dx.doi.org/10.4018/ijcicg.2019070101.

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3D graphics visualization is equal part mathematics, geometry, and design. Based on the knowledge visualization framework, the author investigates the structure of a mineral to find if meaningful visualization pertaining to the field of art can be extracted from scientific resource. Working with the lines, spheres, and polygons that characterize crystal at the nanoscale provided the author an exceptional environment from which to extract coherent visualizations sustainable in the art environment. The outcome was tested in a variety of interactive platforms and opened a larger debate on cross-pollination between science and arts. Additionally, the experiment provided new ground of investigation for unexpected connections between mathematics, earth sciences, and local cultures.

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Puspitasari, Nitta. "Hidup Manusia Di Dunia Konvergen Ke F(X) = 0." Mosharafa: Jurnal Pendidikan Matematika 1, no. 2 (September 30, 2012): 59–62. http://dx.doi.org/10.31980/mosharafa.v1i2.236.

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Mathematics is a discipline that all the concepts, principles, theorems, axioms, rules. It can stand alone or can be connected to the field, the other disciplines. Because mathematics is the queen of sciences. Mathematics is not only connected to other disciplines, but also there is a connection with everyday life. Mathematical concepts with everyday life are a human life. Human life on earth is temporary given time only, whether the people life could not be judge by anyone. Thus, analogous to the way of life of each human being is considered as the line function and then each man eventually leading to death or converge to zero in a line function of real numbers, if this function is approaching to zero, its means that one day the people life has ended.

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Situngkir, Friska Ledina, and Izwita Dewi. "The view of mathematics education as science." International Journal of Trends in Mathematics Education Research 5, no. 3 (September 30, 2022): 328–32. http://dx.doi.org/10.33122/ijtmer.v5i3.155.

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This paper will discuss the view of mathematics education as science. This study is the result of a variety of relevant literature related to mathematics education as a science in a scientific discipline. Philosophically, mathematics is considered as the queen of science used by humans in everyday life. While knowledge itself is closely related to philosophy, where these two terms cannot be separated from each other. The science of studying natural phenomena itself. Science is the product of epistemology, ontology, and axiology. Philosophy and science are two similarities in that both seek the truth. A person who seeks the truth is a philosopher or philosopher. The source of philosophy is man, reason, and the human heart. For example, mathematics. Mathematics is a science about reasoning, about patterns and mathematics is the queen of science and at the same time a servant of science. Mathematics education is a mathematics lesson that makes students build logical thinking and build mathematical knowledge.

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Kashif, Najam ul, Musarrat Jahan, Samina Ashraf, and Muhammad Latif Javed. "Mathematica: Teaching Learning Process at Secondary School Level in Punjab." Review of Education, Administration & LAW 4, no. 4 (December 31, 2021): 775–81. http://dx.doi.org/10.47067/real.v4i4.196.

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Technology becomes an integral part of academia. Computer or technology is rooted out from Mathematics. When it is said that 21st century is the century of technology, then how the field of education is remained away from technology. Modern science labs are technology oriented and in such a way the subject of Mathematics is also shifted on technology. Mathematics is not an integral part of daily routine life as well as playing a key role in the progress of science and technology. In the teaching learning process, technology-based teaching is the modern mode of teaching. Keeping in mind the same scenario, current study was conducted to highlight the concept of Mathematica (Mathematics and Information Technology) in the teaching learning process at secondary school level in Punjab province. Study aimed at to observe the technology role on the mathematics’ teaching at secondary school level. The study was quantitative by nature and descriptive approach was adopted. Self-developed questionnaire was applied as a research tool to get the data from the target sample through survey technique. Total targeted sample was 60 teachers who are teaching Mathematics at secondary school level and their 200 students. Findings of the study revealed that technology usage in the teaching learning process of mathematics enhance the understanding of the mathematical concepts many times.

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Webster, R. "D.D. Sarma: Geostatistics with Applications in Earth Sciences, 2nd edn." Mathematical Geosciences 42, no. 3 (November 27, 2009): 355–57. http://dx.doi.org/10.1007/s11004-009-9255-z.

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Herzfeld, Ute Christina. "Foreword to special issue: Inverse Theory in the Earth Sciences." Mathematical Geology 28, no. 2 (February 1996): 133–35. http://dx.doi.org/10.1007/bf02084209.

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Tias Lesinia Yusita and Hengkang Bara Saputro. "Effectiveness of the RME (Realistic Mathematic Education) Learning Model on Learning Outcomes in Multiplication Counting Operation Material for Class III Students at SD Muhammadiyah Ambarketawang 1." Mandalika Mathematics and Educations Journal 5, no. 2 (December 31, 2023): 300–313. http://dx.doi.org/10.29303/jm.v5i2.5882.

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Mathematics learning on multiplication calculation operations material that fully involves students optimally. Students are expected to be able to instill the concept of multiplication and relate it to everyday life. This activity has an impact on student learning outcomes in multiplication calculation operations material so this research aims to determine the influence of the learning model Realistic Mathematic Education (RME) Regarding Learning Results in Multiplication Calculation Operations Material for Class III Students at SD Muhammadiyah Ambarketawang 1. This research method uses a quantitative approach, the type of research used ispre-experiment with research designone group pretest-posttest design. The sample in this study was class IIIA, totaling 21 students consisting of 12 female students and 9 male students. Data collection techniques using observation, tests and documentation. Data analysis techniques use normality, homogeneity and hypothesis testing. The results of the data analysis test showed that there were changes in student learning outcomes before the learning model was implementedRME (Realistic Mathematic Education) after carrying out the learning modelRME (Realistic Mathematic Education). Based on these results, the effectiveness of the learning modelRME (Realistic Mathematic Education) on Mathematics learning outcomes in multiplication arithmetic operation material for class III students at SD Muhammadiyah Ambarketawang 1.

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Opara, Ijeoma M., and Theresa Edenowo Enang. "Readability and Content Coverage Indices of Three Approved Mathematics Textbooks for Senior Secondary School Three in Akwa-Ibom State." International Journal of Quantitative and Qualitative Research Methods 11, no. 1 (January 15, 2023): 12–23. http://dx.doi.org/10.37745/ijqqrm13/vol11n11223.

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The study investigated the readability and content coverage indices of three approved mathematics textbooks for senior secondary school three in Akwa-Ibom State. Two research questions and two corresponding hypotheses guided the study. The study adopted utilitarian evaluation research design. Three (3) out of the twelve (12) approved mathematics textbooks were drawn using simple random sampling technique. Purposive and non-proportionate stratified random sampling techniques were used to draw sixty (60) senior secondary school three students from population of 340 SSS3 students from three schools in Etim Ekpo Local Government Area of Ikwa-Ibom State. The instruments used for data collection were the three approved mathematic textbooks, syllabus or scheme of work for SSS3 students and Mathematics Textbook Reading Level Evaluation Questionnaire (MTRLEQ). MTRLEQ was validated by three experts in measurement and evaluation for face and content validities. Gunning Fog Index and Topical Coverage index were used to answer the research questions. One-way analysis of variance (one-way ANOVA) and Linear Chi-square were used to test the hypotheses at 0.05 levels of significance. Based on the findings, it was observed that among the three mathematics textbooks, New General mathematics was read successfully by the students. Recommendations were made among others that mathematics textbooks should be written using simple English at the secondary school level.

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Suwanto, Fevi Rahmawati, Ariyadi Wijaya, Aprisal Aprisal, Asri Fauzi, and Yunda Victorina Tobondo. "Realistic Mathematics Textbook Toward The Students’ Mathematical Generalization Skills." Mosharafa: Jurnal Pendidikan Matematika 12, no. 2 (April 30, 2023): 291–300. http://dx.doi.org/10.31980/mosharafa.v12i2.2617.

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Generalisasi merupakan ciri siswa dapat berpikir matematis. Guru dapat mengembangkan bahan ajar berbentuk buku teks untuk memfasilitasi kemampuan generalisasi. Penelitian ini merupakan hasil pengembangan model ADDIE yaitu tahap penerapan dan evaluasi, dengan produk berupa buku teks matematika kelas VIII semester genap yang berorientasi pada kemampuan generalisasi matematis siswa. Buku teks dengan pendekatan Pendidikan Matematika Realistik (RME) ini memuat lima prinsip meliputi eksplorasi fenomenologi, menjembatani dengan instrumen vertikal, kontruksi dan produksi siswa, interaktivitas, dan keterkaitan. Melalui alur kegiatan pemberian lebih dari satu konteks permasalahan, identifikasi kesamaan pola atau strategi hingga penarikan kesimpulan terkait materi, serta pemberian latihan soal pemodelan, buku teks ini telah memfasilitasi kemampuan generalisasi matematis. Berdasarkan hasil penerapan buku teks yang melibatkan 30 siswa kelas VIII salah satu SMP Negeri di Yogyakarta, persentase banyaknya siswa pada kategori good memenuhi batas minimal 75% yaitu mencapai 93,33%. Generalization is a feature that students can think mathematically. Teachers can develop teaching materials in the form of textbooks to facilitate generalization abilities. This study was the developmental stage of ADDIE model, namely the implementation and evaluation. The study produced a textbook for 8th grade even semester which was oriented to students' mathematical generalization skills. The textbook integrating a realistic mathematics education approach contained five principles including phenomenological exploration, bridging by vertical instruments, pupils’ own constructions and productions, interactivity, and intertwining. The flow of activities provided more than one problem context, identifying similarities in patterns or strategies to draw conclusions related to the material as well as modeling exercises to facilitate students' mathematical generalization abilities. Based on the results of textbook implementation involving 30 8th grade students from one of a state junior high school in Yogyakarta, the percentage of students in good category met the minimum point of 75%, which reached 93.33%.

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Yeng, Enock. "The Influence of Teachers Familiarity on Competency in Integrating Instructional Technology in Mathematics Teaching." International Journal of Research and Innovation in Social Science VII, no. IX (2023): 503–15. http://dx.doi.org/10.47772/ijriss.2023.70943.

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The study explored the influence of teachers’ familiarity on competency in integrating instructional technology in mathematics teaching. Structured questionnaire which had a reliability co-efficient of 0.74 determined through Cronbach alpha as the main instrument was used for data collection. The researcher upheld privacy and confidentiality of the respondents, the questions that were used did not infringe on the respondents’ privacy, the respondents were allowed to ignore questions that they felt are more uncomfortable for them and they were assured that their responses were kept secret. The data were analyzed using descriptive statistics such as mean, and standard deviation and inferential statistics such as independent samples t-test and One way between groups ANOVA. Survey method was used to involve all the seventy-five professionally trained teachers in the Municipality. The study revealed that familiarity level of mathematics teachers were good predictors of their instructional technology integration. It also revealed that knowledge and frequency of use of digital tool, access and ownership of digital tools contributed significantly to mathematic teachers’ competency with integrating Instructional technology in mathematics teaching accruing a total percentage of 41% variance of mathematics teachers’ competency whereas other factors not included in this study were responsible for 59% influence on mathematics teachers’ competency in integrating instructional technology in mathematics instruction. Based on these findings, it was recommended that public junior high schools’ mathematics teachers should direct their efforts towards improving on their familiarity on competency in the integration of instructional technology in mathematics teaching.

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Niza and Slamet Suyanto. "Impact of Innovative Learning in Mathematics and Natural Sciences on Student Learning Achievements: A Meta-Analysis." Jurnal Iqra' : Kajian Ilmu Pendidikan 8, no. 1 (May 11, 2023): 87–99. http://dx.doi.org/10.25217/ji.v8i1.3007.

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This study was to analyze the impact of innovative learning on student learning achievement in Mathematics and Natural Sciences from 2014 until 2021. The data collection method used in this study is a meta-analysis, where the researchers would search related articles through Google Cendekia (Google Scholars) and ScienceDirect. This research obtained 227 articles. All selected articles cover the research conducted in schools, from elementary to high school level. These articles will be analyzed in several steps: (1) determining research domains that will be summarized; (2) selecting the types of collected publications; (3) collecting results of studies or literature; (4) listing research data; (5) calculating the effect size of each source or study. After passing this five-step process, 21 articles that discussed how innovative learning in mathematics and natural sciences affects student achievement were selected. These articles will be analyzed using the JAMOVI application. The results found an average difference, ranging from -0.99 to 3.10. Keywords: Innovative Learning, Natural Sciences, Learning Achievements

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