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Relevant bibliographies by topics / Everyday life mathematics

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Academic literature on the topic 'Everyday life mathematics'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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Journal articles on the topic "Everyday life mathematics"

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Hermawanti, Ninda Putri, and Elsa Dona. "The Application of "Sets" of Discrete Mathematics everyday in life." CSRID (Computer Science Research and Its Development Journal) 10, no. 3 (March 3, 2021): 153. http://dx.doi.org/10.22303/csrid.10.3.2018.153-161.

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<p><em>Mathematics is related to something that can be calculated or something expressed in terms of quantity (number). There are so many economic variables (concepts) that are quantified, such as the price of goods, the amount of goods demanded and offered, the money supply, the level of profit sharing margin, national income, investment level, and so on. Mathematics does not only play a role in quantifying economic variables, but also explores the relationship between economic variables. The relationship of an economic variable with other economic variables is often expressed in the form of an economic model. Because economic variables can be quantified, these economic models can be expressed in the form of mathematical symbols / models.</em></p>

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Putri, Dini Palupi. "Peran dan Kontribusi Ilmuwan Muslim dalam Pembelajaran Matematika." ARITHMETIC: Academic Journal of Math 1, no. 1 (May 10, 2019): 63. http://dx.doi.org/10.29240/ja.v1i1.822.

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The life that is lived now and in the future cannot be separated from the role of history in the past. Mathematics learning plays an important role in everyday life, often we find problems in everyday life can be solved with mathematical concepts. In learning mathematics, mathematical scientists contribute greatly to the learning of mathematics and mathematical concepts. It cannot be denied, in the golden age of Islam many Muslim scientists sprang up, including mathematical scientists. Muslim mathematicians who were very famous, one of them was al- Khawarizmi. The branch of science in mathematics put forward by al- Khawarizmi is Algebra. Algebra is very much used in the life of the current global era. Algebra is found in many daily activities, such as buying and selling, Mawaris knowledge, and so on. al- Khawarizmi is also an inventor of zeros and the originator of the concept of algorithms. In addition, this paper will discuss the contribution of scientist Ibn al- Haytham to the concept of absolute value, al- Biruni towards the concept of "The Broken Chord" theorem, al- Khayyami on the concept of geometry. The mathematical concepts found by scientists are what we use a lot today to solve problems used in everyday life.

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Georgieva, Galina. "MATHEMATICS IN EVERYDAY LIFE AND PLAY OF PRESCHOOL CHILDREN." Education and Technologies Journal 8, no. 2 (August 15, 2017): 160–65. http://dx.doi.org/10.26883/2010.172.301.

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Fernàndez, Eileen. "Early Childhood Corner: Taking Advantage of Everyday Activities to Practice Math Every Day." Teaching Children Mathematics 15, no. 3 (October 2008): 174–77. http://dx.doi.org/10.5951/tcm.15.3.0174.

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When my son started kindergarten, I discovered that many everyday activities at home allow us to practice the mathematics he was learning (and would learn) in school and encourage mathematics use in his life. Because “children learn through exploring their world … everyday activities are natural vehicles for developing mathematical thinking” (NCTM 2000, p. 74).

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Tutiya, Yohei. "Exploring algebraic structures of nonlocal classical integral systems." Impact 2020, no. 8 (December 16, 2020): 54–56. http://dx.doi.org/10.21820/23987073.2020.8.54.

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Mathematics underpins so many aspects of nature and society, from the mathematical array of natural structures to the use of statistics, fractions and mathematical models in everyday life. The application of mathematics to real life problems is vital, yet there are many examples of failed attempts to apply mathematics to solve everyday issues that have arisen as a result of an underinvestment in and underdevelopment of the field of mathematics. One prominent example of this lack is non-linearity. Dr Yohei Tutiya, an Associate Professor from the Center for Basic Education and Integrated Learning at Kanagawa Institute of Technology in Japan, has been exploring the classical integrable system in relation to the possibility of developing further non-local differential equations.

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Albert, Lillie R., and Jennifer Antos. "Daily Journals Connect Mathematics to Real Life." Mathematics Teaching in the Middle School 5, no. 8 (April 2000): 526–31. http://dx.doi.org/10.5951/mtms.5.8.0526.

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Why are we learning this? Why do we have to know how to do this? When are we ever going to use this outside of class?” Do these questions sound familiar to you? Students in mathematics classes commonly ask these questions when they are unable to make connections between what they are learning in the classroom and their daily lives. This article discusses the importance of relating mathematics to students' everyday lives. When children make connections between the real world and mathematical concepts, mathematics becomes relevant to them. As mathematics becomes relevant, students become more motivated to learn and more interested in the learning process. This article describes a journal-writing project developed in a fifth-grade total-inclusion classroom and specifies the major features of the writing project, including the framework used to assess student learning.

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Strauss, Claudia, and Jean Lave. "Cognition in Practice: Mind, Mathematics and Culture in Everyday Life." Contemporary Sociology 19, no. 1 (January 1990): 150. http://dx.doi.org/10.2307/2073537.

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Scaglion, Richard. "Cognition in practice: Mind, mathematics and culture in everyday life." Journal of Economic Behavior & Organization 14, no. 2 (October 1990): 289–91. http://dx.doi.org/10.1016/0167-2681(90)90081-n.

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Bailey, Mark. "Statistical Reasoning for Everyday Life." Technometrics 46, no. 4 (November 2004): 490–91. http://dx.doi.org/10.1198/tech.2004.s234.

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Lesnussa, Yopi Andry. "Realistic Mathematics Education (RME) Provides Great Benefits for Students in Indonesia." Jurnal Aplikasi Multidisiplinari Filsafat dan Sains (JAMFAS) 1, no. 1 (January 24, 2019): 001–6. http://dx.doi.org/10.30598/jamfasvol1iss1pp001-006y2018.

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

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Dissertations / Theses on the topic "Everyday life mathematics"

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Sheffet, Malka, and Ronit Bassan-Cincinatus. "Probability in Mathematics: Facing Probability in Everyday Life." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-83075.

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Lindkvist, Camilla, and Jeanette Göransson. "Vardagsrelaterad matematikundervisning. Mathematics education related to everyday life." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34830.

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Syftet med vår undersökning var att se huruvida lärare, elever och föräldrar i skolår tre samt iskolår sex anser att skolans matematikundervisning är relaterad till vardagen.Som metod för att få svar på denna fråga använde vi oss av en enkätundersökning somgenomfördes av lärare, elever och föräldrar i år tre och sex.Resultatet visar att föräldrarna anser att matematikundervisningen i skolan till stor delkan kopplas till den vardagsrelaterade matematiken medan majoriteten av elever och lärareendast menar att koppling förekommer till viss del.

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Swerre, Erica, Beatrice Törnros, and Max Friman. "Att komplettera matematikläroböckerna : En kunskapsöversikt för att synliggöra hur matematikläroböckerna kan kompletteras för att utveckla matematisk förståelse." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-45069.

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Matematiken är en stor del av vårt vardagsliv. Matematikundervisningen är idag till stor del läroboksbaserad och abstrakt vilket inte bidrar till långsiktiga användbara kunskaper. Då lärare vittnar om att elevernas matematiska förståelse är låg, är syftet med denna kunskapsöversikt att undersöka hur matematikläroboken kan kompletteras för att eleverna ska utveckla matematisk förståelse. Matematisk förståelse i skolan är nära förknippat med meningsskapande. Meningsskapande handlar om att se matematikens användbarhet, som är ett värdefullt redskap för individen och samhällsmedborgaren för att lösa vardagliga problem. Detta är en kunskapsöversikt som består av åtta vetenskapliga artiklar. Artiklarna är inhämtade från en forskningsdatabas. Artiklarna är tematiserade och analyserade för att kunna svara på vår frågeställning. Vårt huvudsakliga fokus är lågstadiet. Slutsatsen av denna kunskapsöversikt är att läroböcker ska ses som en resurs som behöver kompletteras för att uppnå matematisk förståelse. Undervisning behöver bli vardagsanknuten, erfarenhetsbaserad och ämnesöverskridande, där läraren intar en ansvarsfull ledarroll istället för att agera förmedlare av ett matematiskt innehåll. Arbetsmetoden konkret-illustrerande-abstrakt, som är en översättning från engelskans concrete – pictorial – abstract (CPA), utgår ifrån det konkreta och arbetar mot det abstrakta. Genom att undervisningen utgår ifrån CPA och laborativt material gynnas elevernas matematiska förståelse. Det väsentliga blir att synliggöra sambandet mellan den konkreta vardagen och den abstrakta läroboksmatematiken.
Mathematics is a large part of our everyday life. Mathematics teaching today, is largely influenced by mathematics textbooks and are abstract, and does not contribute to long-term useful knowledge. Teachers testify that students mathematical understanding is low. Because of this, the aim of this research is to examine how the mathematic teaching has to change to make the students achieve this. Mathematical understanding is closely associated with meaning making. Meaning making is about seeing the usefulness of mathematics, as a useful tool for the individual and the citizen of society that can be used to solve everyday problems. This is a knowledge overview. The result data consist of eight scientific articles that were collected from a research database. The articles were themed and reviewed to be able to answer our question. Our main focus for the conclusion is primary school. The result shows that mathematic textbooks have to be seen as a resource that needs to be supplemented to achieve mathematical understanding. The teaching has to become everyday connected, experience-based and interdisciplinary, where the teacher is taking a responsible leading role, instead of being an intermediary of the mathematical content. The working method concrete - pictorial - abstract (CPA), starts with the concrete and work towards the abstract. Through teaching with CPA and manipulatives, befriends the student´s mathematical understanding. The key point is to make the connection between the concrete everyday life, and the abstract textbook.

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Toma, Sandra. "Matematik i vardagen : En intervjustudie om några pedagogers beskrivningar av matematik i förskoleklassen." Thesis, Södertörns högskola, Lärarutbildningen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-25660.

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The purpose of this essay is to examine some teachers' reflections on the importance of mathematics in preschool and the importance of language, communication and conceptualization in children's mathematics learning. The study's methodology is based on a qualitative approach, where I interviewed four teachers who work with the 6 -year-olds in two different municipal schools. The study shows the importance of language and communication in mathematics learning. It also shows the importance of the teacher's attitude as well as the educational environment to capture children's curiosity and interest. Purpose and Issues: The purpose of this study is to investigate some pedagogue’s descriptions of mathematics in the preschool class. The study is also interested in how teachers describe their efforts to capture the children's curiosity and interest in mathematics. My questions that I decided to start from in my study are as follows: How children learn mathematics in everyday life according to the teachers? How do teachers captures and highlights children's curiosity and interest in mathematics?

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MATTA, Gilmar de Paula. "A Matem?tica Financeira no Ensino M?dio e suas aplica??es no cotidiano." Universidade Federal Rural do Rio de Janeiro, 2016. https://tede.ufrrj.br/jspui/handle/jspui/1826.

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Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-06-23T18:21:37Z No. of bitstreams: 1 2016 - Gilmar de Paula Matta.pdf: 6703750 bytes, checksum: a15748db5b099e1dda229ecf947272eb (MD5)
Made available in DSpace on 2017-06-23T18:21:37Z (GMT). No. of bitstreams: 1 2016 - Gilmar de Paula Matta.pdf: 6703750 bytes, checksum: a15748db5b099e1dda229ecf947272eb (MD5) Previous issue date: 2016-03-18
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The Financial Mathematics content covered in high school needs to be revised, it comes down to small applications that do not leave the school environment, does not apply to the daily lives of students. The purpose of this work is to integrate Financial Mathematics teaching content with what students need in their daily lives. For this activity have been developed that are results of a qualitative survey conducted in the city of Volta Redonda, RJ, with high school students from public and private schools.
O conte?do de Matem?tica Financeira abordado no Ensino M?dio precisa ser revisto, pois se resume a pequenas aplica??es que n?o saem do ambiente escolar, n?o se aplicando ao cotidiano dos alunos. A proposta deste trabalho ? integrar o conte?do do ensino de Matem?tica Financeira visto na escola, com o que, os alunos precisam no seu cotidiano. Para isso foram desenvolvidas atividades que s?o resultados de uma pesquisa qualitativa elaborada no munic?pio de Volta Redonda-RJ, com os alunos do Ensino M?dio da escola p?blica, Col?gio Get?lio Vargas e da escola particular, Col?gio Garra.

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Svensson, Frida. "Can you describe your home? : A study about students understanding about concepts within construction." Thesis, Linnéuniversitetet, Institutionen för matematikdidaktik (MD), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-36357.

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The purpose with this research paper is to examine the students’ shown knowledge in geometry, with a focus on construction and its concepts, and the educational value and teaching the students got in this area. The students’ homes are used as a starting-point. The students shall, from a self-made drawing of their home and a photograph of it, describe what their home looks like. In this paper, the mathematical concepts the students used will be analyzed and compared with the education they received. The analytical framework is based on Van Hieles levels of knowledge and Blooms Taxonomy. The study was done at a Secondary School in Kenya. Four students were selected and interviewed. The lesson observations were made with the purpose to get an understanding for how the education for these students look like and to get examples on how the teaching is conducted for these students. Finally, interviews with the teachers were carried out. The students show a good knowledge in the national exams. However, the study shows that when the students are supposed to use this particular knowledge outside of the classroom, the students experience difficulties. Mostly, the students encounter problems when they are supposed to estimate measurements. Furthermore, they lack the ability to compare scales. The research also shows that the education for these students is monotone and much time during the lessons is spend either with a teacher lecturing in front of the board or students working with examples in the textbook. According to the Variation Theory, the knowledge of the students should deepen if the objects of learning are varying. This variation is not something the students receive in the present situation.
Syftet är att undersöka några gymnasieelevers visade kunskaper i geometri med fokus på konstruktion och begreppsanvändning samt den undervisning som erbjuds eleverna inom området. Elevernas hem används som utgångspunkt. Eleverna ska utifrån en teckning, som de själva ritat, och ett fotografi beskriva hemmet. De matematiska begrepp som eleverna använder analyseras. Analysverktyget bygger på van Hieles kvalitativa kunskapsnivåer och Blooms Taxonomi. Undersökningen genomfördes på en gymnasieskola i Kenya. Fyra utvalda elever intervjuades. Lektionsobservationer genomfördes i syfte att få förståelse för hur elevernas undervisningssituation ser ut och få exempel på hur undervisningen bedrivs. Slutligen intervjuades två av elevernas lärare. Eleverna har goda kunskaper på nationella prov men undersökningen visar att när dessa kunskaper skall överföras till något utanför lektionssalen stöter eleverna på problem. De har svårt att uppskatta längdenheter och svårt att jämföra skala. Det kommer också fram att deras undervisning är ganska monoton. Mycket tid läggs till att läraren undervisar eleverna framme vid tavlan eller att eleverna jobbar med uppgifter i sin övningsbok. Enligt variationsteorin, som beskrivs i arbetet, skulle elevernas kunskaper ges möjlighet att fördjupas om de geometriska objekt som skall förstås varieras. Denna variation erbjuds inte eleverna i nuläget.

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Gerhard, Sandra. "Can Early Algebra lead non-proficient students to a better arithmetical understanding?" Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79878.

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In mathematics curricula teachers often find the more or less implicit request to link the taught subjects to the previous knowledge of the students, for example using word problems from everyday life. But in today’s multicultural and multisocial society teachers can no longer assume that the children they teach have a more or less equal background and thus everyday live can have a very different meaning for different children. Furthermore there is evidence that good previous knowledge in arithmetic can hinder the approach to other mathematical subjects, like algebra. In this paper I want to provide a brief overview on how previous knowledge in arithmetic can affect student\'s access to algebra and therefore present an early algebra teaching project which introduces elementary school children to algebraic notation by measurement in an action-oriented way. Thereby the chosen approach to algebra explicitly does not come back to the student\'s previous arithmetical knowledge but additionally may support non-proficient students in obtaining more insight in the structure of calculations and hence may help them to have more success in solving calculations and word problems.

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Malaty, George. "Mathematics and Mathematics Education Development in Finland: the impact of curriculum changes on IEA, IMO and PISA results." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80604.

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Mathematics has got roots in Finland in the last quarter of the 19th century and came to flourish in the first quarter of the next century. In the first quarter of the 20th century, mathematicians were involved in teaching mathematics at schools and writing school textbooks. This involvement decreased and came to an end by the launching of the ‘New Math’ project. Mathematics education for elite was of positive affect to higher education, and this has changed by the spread of education, the decrease of mathematics teaching hours at schools and the changes in school mathematical curricula. The impact of curriculum changes is evident in Finnish students’ performance in the IEA comparative studies, PISA and IMO.

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Pyfer, Katelyn C. "You Do Math Like a Girl: How Women Reason Mathematically Outside of Formal and School Mathematics Contexts." BYU ScholarsArchive, 2021. https://scholarsarchive.byu.edu/etd/8933.

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Females continue to have negative dispositions towards mathematics even though the performance gap between females and males has all but disappeared. While there are many hypotheses for why these negative dispositions exist among females towards mathematics, this paper explores the possibility that the field of mathematics could favor more masculine ways of reasoning at the exclusion of valid, non-masculine mathematical thought. To research this idea, the day-to-day, non-formal, non-school mathematical activities of two women were identified and analyzed. The analysis uncovered complex mathematical processes among both women that were fundamentally different from the mathematical processes common in the mathematics field. Such results seem to affirm the idea that females' ways of doing mathematics are not acknowledged or validated by the mathematics community and therefore suggest the development of more inclusive mathematics research and instruction.

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Atallah, Fida. "Mathematics through their eyes : student conceptions of mathematics in everyday life." Thesis, 2003. http://spectrum.library.concordia.ca/2038/1/NQ78616.pdf.

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The study focuses on exploring student conceptions of mathematics and its utility in everyday life. The research is a survey with an iterative model consisting of eight stages. These stages were conducted through three inter-related studies: exploratory, pilot and final. I started with developing an open ended questionnaire for the exploratory study. Through data analysis, I derive categories of conceptions which I used to develop a draft questionnaire to be piloted. I introduced modifications based on the results of the exploratory and pilot studies. The final questionnaire, having both open ended and choice items, was conducted with a sample of 238 female students enrolled in an institute of higher learning in the Middle East. The results of the final study indicate that around 86% the participants hold broad conceptions of mathematics as: (a) a school subject useful for everyday life, for work and for future studies (46%); (b) a form of mental activity useful for developing intellectual and problem solving abilities (31%) and (c) a group of numbers and rules for doing calculations (9%). These findings correspond with the three highest ranking conceptions of utility, which account for 68% of student responses. Students view mathematics as useful for: (a) day to day routines, work related tasks and academic and professional development (35%); (b) doing calculations and estimations (19%) and developing intellectual skills (14%). The findings also correspond with the choice of intellectual skills and practical skills as the most useful. Together, these two skills account for 81% of the student responses, with intellectual skills coming first (58%). Arithmetic was cited as the most useful subject in mathematics. It accounts for more than 80% of the responses. When asked to give examples of the use of mathematics for daily and work related tasks, several participants listed monetary applications, dealing with time, using numerical information and doing calculation as the most common. The study, while exploratory in nature, provides some interesting and hopefully useful findings. As instructional designers, it is hoped that the results will guide us to make more informed assumptions and consequently more suitable decisions regarding the instructional design process by adding to our knowledge of learner characteristics and guiding us in selecting suitable instructional strategies and resources. For mathematics educators, its findings suggest the need for more dynamic classroom environments, for introducing a wide variety of meaningful contexts, for designing 'real life' learning activities, and for presenting students with different 'faces' of mathematics (e.g. cultural, civil, and aesthetic).

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Books on the topic "Everyday life mathematics"

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Haigh, John. Mathematics in Everyday Life. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-33087-3.

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Haigh, John. Mathematics in Everyday Life. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-27939-8.

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Ltd, McGraw-Hill Ryerson, ed. Mathematics 12: Workplace and everyday life. Whitby, Ont: McGraw Hill, 2010.

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Mathematics 11: Workplace and everyday life. Toronto: McGraw-Hill Ryerson, 2007.

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Tijms, Henk. Understanding Probability: Chance Rules in Everyday Life. 2nd ed. Leiden: Cambridge University Press, 2007.

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Sautoy, Marcus Du. The number mysteries: A mathematical odyssey through everyday life. New York: Palgrave Macmillan, 2011.

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W, Mayne John, and Hudson John R. 1930-, eds. Go figure!: The numbers you need for everyday life. Detroit: Visible Ink Press, 1992.

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Cognition in practice: Mind, mathematics, and culture in everyday life. Cambridge: Cambridge University Press, 1988.

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Mosvold, Reidar. Mathematics in everyday life: A study of beliefs and actions. Bergen, [Norway]: Dept. of Mathematics, University of Bergen, 2005.

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Mosvold, Reidar. Mathematics in everyday life: A study of beliefs and actions. Bergen, [Norway]: Dept. of Mathematics, University of Bergen, 2005.

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Book chapters on the topic "Everyday life mathematics"

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Haigh, John. "Sport and Games." In Mathematics in Everyday Life, 39–63. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-27939-8_3.

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Haigh, John. "Money." In Mathematics in Everyday Life, 1–18. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-27939-8_1.

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Haigh, John. "Differential Equations." In Mathematics in Everyday Life, 19–38. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-27939-8_2.

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Haigh, John. "Business Applications." In Mathematics in Everyday Life, 65–90. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-27939-8_4.

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Haigh, John. "Social Sciences." In Mathematics in Everyday Life, 91–112. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-27939-8_5.

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Haigh, John. "TV Game Shows." In Mathematics in Everyday Life, 113–31. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-27939-8_6.

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Haigh, John. "Gambling." In Mathematics in Everyday Life, 133–51. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-27939-8_7.

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Haigh, John. "Money." In Mathematics in Everyday Life, 1–18. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-33087-3_1.

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Haigh, John. "Differential Equations." In Mathematics in Everyday Life, 19–37. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-33087-3_2.

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Haigh, John. "Sport and Games." In Mathematics in Everyday Life, 39–63. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-33087-3_3.

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Conference papers on the topic "Everyday life mathematics"

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Samokhina, O. D., and N. S. Iakovleva. "Mathematics in everyday life and everyday life." In All-Russian scientific-practical conference of young scientists, graduate students and students. Технического института (ф) СВФУ, 2018. http://dx.doi.org/10.18411/a-2018-114.

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Campos, Helena, Bárbara Morgado, and Paula Catarino. "MATHEMATICS IN EVERYDAY LIFE AROUND PROBLEM SOLVING." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1419.

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KOPEIKA, Evija. "MATHEMATICS AS POTENTIAL FOR THE PERSON'S RESILIENCE." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.140.

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Scientific literature offers extensive examples of the role of mathematics education in the development of personality and intelligence as well as its application in everyday life and professional activities. Furthermore, the attitude towards the role of mathematical knowledge in the labour market is widely discussed in the society. In order to reflect the views of respondents on the issues of mathematics education and the potential values of mathematics, the survey was carried out. The research data was analysed considering the respondents` education speciality, gender, age and mathematics learning experience. Study results show that mathematics is widely used in everyday life as well as in professional activities, and gives advantage in the labour market. It is difficult to learn mathematics but it is highly worthy. Thus the subject of mathematics is becoming a crucial instrument for promoting an all-round education and personal development. Therefore, many higher education courses have to be mathematics-intensive, and students need to have a high level of competence in the subject to promote person’s resilience.

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Zemanová, Renáta. "COMMUNICATING 3D SPACE – FROM NATURAL LANGUAGE OF EVERYDAY LIFE TO CONVENTIONAL LANGUAGE OF MATHEMATICS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1735.

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Floris, Francesco, Alice Barana, Anna Brancaccio, Alberto Conte, Cecilia Fissore, Marina Marchisio, and Claudio Pardini. "Immersive teacher training experience on the methodology of problem posing and solving in Mathematics." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9489.

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In an Italian and European context, one of the fundamental skills in Mathematics is the ability to solve problems in everyday situations, often linked to everyday life. For this reason, the problem posing and solving methodology plays a fundamental role in the process of teaching and learning Mathematics. This paper presents the results of the immersive experience "Mathematical Exploration with Problem Posing and Solving", included in the teacher training activities proposed by the national PP&S - Problem Posing & Solving - Project of the Italian Ministry of Education, which aims at enhancing the teaching and learning of Mathematics by using new methodologies and technologies. In particular, the focus will be on the work and considerations of the 50 teachers who took part in the project, from both primary and secondary school. They were guided through the individual step-by-step creation of a contextualized problem, following a process guided through stimulus-based questions. This immersive experience brought about the production of valid problems and was full of very stimulating teachers' considerations on the various phases of the problem posing and solving.

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Zeljić, Mariana, and Milana Dabić Boričić. "STUDENT – FUTURE TEACHERSʼ ATTITUDE ON THE DEVELOPMENT OF MATHEMATICAL LITERACY IN PRIMARY EDUCATION." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.347z.

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Although many studies investigate mathematical literacy, there is no consensus on the meaning of the term. The aim of this study is to investigate the concept of mathematical literacy of future teachers. The data are collected by semi-structured interview with thirteen Teacher Education Faculty students. The concept of mathematical literacy can be placed in four categories: 1) the knowledge and ability to communicate in mathematical language; 2) the conceptual understanding of concepts, contents and procedures; 3) the application of mathematics in everyday life; 4) the use of mathematical-logical thinking and problem solving. All interviewed students highlighted the students’ ability to formulate, represent and solve mathematical problems as well as the precise and correct use of symbolical mathematical language as a very important competence for mathematical literacy, while almost half of the interviewed excluded the students’ ability to see mathematics as a useful subject as an important competence. The teachers’ beliefs and knowledge significantly impact students’ development of mathematical literacy. Hence it is important to provide the conditions in which the teachers will be able to understand the concept and develop a richer conception of mathematical literacy.

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Nodzyńska, Małgorzata. "INFLUENCE OF PIAGET'S THEORY ON CONVINCING EXPERTS ABOUT THE DIFFICULTIES IN THE UNDERSTANDING OF SCIENTIFIC TERMS BY CHILDREN." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.153.

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In formal education, the teaching of natural sciences begins when children are about 12 years old. Teachers justify this with the difficulty and abstraction of concepts in these sciences, and they refer to the theory of child development by Piaget. However, numerous examples from everyday life, from non-formal education, analysis of the difficulties of individual terms as well as research in the field of mathematics and didactics of chemistry show that it is possible to teach natural science at lower stages of education. Keywords: Piaget’s theory, teaching of natural science, formal education.

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Brandi, Primo, and Anna Salvadori. "EVERYDAY EXPERIENCES OF REAL LIFE TO INNOVATE MATHEMATICAL EDUCATION." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.2106.

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Birzina, Rita, Tamara Pigozne, and Sandra Lapina. "Trends in STEM Teaching and Learning within the Context of National Education Reform." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.004.

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STEM (science, technology, engineering, and mathematics) education nowadays is considered priority. To implement it successfully, students must acquire not only STEM “hard” skills, but also “soft” skills, therefore the choice of teaching/learning methods is essential. Problem-based (PrBL) and projectbased learning (PjBL) aim both at the acquisition of science content using real life examples and the improvement of IT skills, critical thinking, decision-making, civil responsibility and cooperation skills. The aim of the research is to find out the use of PrBL and PjBL in the teaching/ learning of STEM in the context of national reform of Latvia. The design of mixed methods was used in the research. The correlative research was performed using QuestionPro e-platform and surveyed 128 STEM teachers and 257 secondary school students to collect quantitative data. As Latvia now is implementing the education reform, the case study for qualitative and quantitative analysis has been carried out using the AQUAD data processing programme and researching the secondary education biology basic course curriculum. This research identified that it was advisable to use practical cases, real everyday examples and project work that would increase students’ interest in science subjects to enable them to solve problems creatively by integrating the content of all STEM subjects. The biology curriculum mainly stresses students’ reproductive than productive work with information, the development of critical thinking by participating in discussions and cooperating, while not enough attention was paid to the use of problem solving in the teaching/ learning process and the implementation of the interdisciplinary project. The use of sensors, practical laboratory works and field study as specific methods of biology are little represented in the curriculum, which is a serious disadvantage. This means that the basic curriculum of biology in the context of national education reform is more oriented to the acquisition of transversal skills, not the development of competent science literacy.

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