Relevant bibliographies by topics / Everyday mathematical problems

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

Academic literature on the topic 'Everyday mathematical problems'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 February 2022

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Journal articles on the topic "Everyday mathematical problems"

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Maier, Eugene A. "One Point of View: Basic Mathematical Skills or School Survival Skills?" Arithmetic Teacher 35, no. 1 (1987): 2. http://dx.doi.org/10.5951/at.35.1.0002.

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Some lists of “basic mathematical skills” lead me to wonder why certain topics are included. To me the designation of a mathematical skill as “basic” implies the need for that skill in life beyond school. But I see topics on such lists that have nothing to do with pre paring students to function mathematically in the nonschool world. For example, consider paper-and-pencil procedures for computing problems like 136.7 × 56.8 or 7584 ÷ 354. In a half-century of doing mathematics—as a schoolboy, as a college and graduate student, in any number of odd jobs that paid my way through college, as an industrial mathematician, as a university teacher and reearcher, in everyday life, and just for fun—nothing I have done, apart from schoolwork, requires uch procedures today.
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Nina, Maria Goreti, and Merlin Uru Endu. "ANALISIS KESULITAN SISWA SMP DALAM MENYATAKAN PERISTIWA SEHARI-HARI DAN MENURUNKAN RUMUS LUAS BANGUN DATAR SEGIEMPAT." JPMI (Jurnal Pembelajaran Matematika Inovatif) 2, no. 1 (2019): 51. http://dx.doi.org/10.22460/jpmi.v2i1.p51-56.

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The purpose of this study was to find out how the mathematical communication skills of students in solving the problem of flat building of class VII triangles in one of the SMP in the city of Cimahi. Data collection uses written tests for 33 students. The research method used is descriptive qualitative research that is analyzing students' difficulties in solving mathematical communication skills on indicators stating everyday events and lowering the quadrangular flat building area formula of grade VII students of junior high school. The results of this study can be concluded that there are 6.06% (2 students) who have excellent mathematical communication skills, 93.94% (33 students) have good mathematical communication skills and 0% (no students) who have communication skills mathematically is not good at problem 1 which indicator states everyday events and decreases the formula of quadrilateral flat building. This is due to the lack of ability of students to communicate their ideas so that they cannot solve problems in the given questions and even if asked they can only smile and be quiet.
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Putri, Dini Palupi. "Peran dan Kontribusi Ilmuwan Muslim dalam Pembelajaran Matematika." ARITHMETIC: Academic Journal of Math 1, no. 1 (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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Díaz Quezada, Verónica. "Difficulties and Performance in Mathematics Competences: Solving Problems with Derivatives." International Journal of Engineering Pedagogy (iJEP) 10, no. 4 (2020): 35. http://dx.doi.org/10.3991/ijep.v10i4.12473.

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The objectives of this research are to assess the performance of engineering stu-dents when using mathematical competences to solve problems with derivatives, to analyze their difficulties, and to observe which secondary school contents are essential for this purpose. The study is descriptive and exploratory with the use of quantitative methods. The participants are students of three competence-based engineering programs of a Chilean University. The results show a limited knowledge of secondary education mathematical contents like algebra, the main mathematical functions, and proportional geometry. The presence of difficulties associated to mathematical thinking processes and the complexity of mathematical objects are also evident. However, everyday problems in an artificial or fantasy context were more appealing for students, who solved most of them correctly. Even though these problems are imaginary, they were formulated using situations that engineering students face every day.
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Kaczkowski, Stephen. "Solving multivariate optimisation problems using inequalities." Mathematical Gazette 101, no. 552 (2017): 412–23. http://dx.doi.org/10.1017/mag.2017.123.

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Optimisation problems are among the most practical applications of calculus to everyday life, and a survey of exercises in various calculus textbooks will provide a teacher with many interesting scenarios for framing intriguing questions on this topic. Whether it is finding a container's dimensions that yield the least surface area for a given volume, or finding that ideal movie ticket price which will maximise a theatre's revenue, students can usually relate to these problems. Pólya in his bookPlausible reasoningmakes the following remarks about the attraction of extrema problems:Problems concerned with greatest and least values, or maximum and minimum problems, are more attractive, perhaps, than other mathematical problems of comparable difficulty, and this may be due to a quite primitive reason. Every one of us has his personal problems. We may observe that these problems are very often maximum or minimum problems of a sort. We wish to obtain a certain object at the lowest possible price, or the greatest possible effect with a certain effort, or the maximum work done within a given time and, of course, we wish to run the minimum risk. Mathematical problems on maxima and minima appeal to us, I think, because they idealize our everyday problems. We are even inclined to imagine that Nature acts as we would like to act, obtaining the greatest effect with the least effort [1, p. 121].
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Stutzman, Rodney Y., and Kimberly H. Race. "EMRF: Everyday Rubric Grading." Mathematics Teacher 97, no. 1 (2004): 34–39. http://dx.doi.org/10.5951/mt.97.1.0034.

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Teachers spend considerable time and energy working to clarify and communicate their expectations to students. Those expectations are typically communicated when teachers present assignments. Reinforcing the assignments with an assessment process that narrows the feedback focus can benefit teachers and enrich students. For individual assignments, students really need to know the answers to the following questions: Is my work at an acceptable level? Am I on track to earn the grade to which I aspire in this course? They do not need feedback carved into razor-thin slices to make those determinations. We looked for an alternative that allows us to effectively evaluate responses to rich problems within a standards-based curriculum. We hoped to be able to assess written communication, as well as mathematical computation. Promoting student responsibility with a student-centered system was also important. Ultimately, a revised assessment system, which we have come to call EMRF, emerged.
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Samawati, Ilmus, and Ika Kurniasari. "Students' Communication Skills In Solving Mathematical Literacy Problems Based On Mathematical Abilities." Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang 5, no. 1 (2021): 22. http://dx.doi.org/10.31331/medivesveteran.v5i1.1421.

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Communication is one of the important things in the learning process because there will be social interactions that can make learning more lively. Through communication, students can understand and interpret understanding of mathematical problems, not only calculation problems but also mathematical problems in everyday life. This research aims to describe students' communication skills in solving mathematical literacy problems based on mathematical abilities. This research is qualitative descriptive research. The subjects in this research were 27 students of class VIII in one of SMP Swasta in Sidoarjo. Subjects were given a mathematics ability test to categorize the subject's mathematical abilities into high, medium, and low-levels. The research data were obtained from the results of mathematics literacy tests and interviews conducted by 3 selected subjects. The results showed that 1) students with high mathematical abilities have a medium category of communication skills because students can fulfill the indicators of expression, interpretation, use of notations/symbols, and evaluation with correct answers without complete reasons, 2) students with medium mathematical abilities have a medium category of communication skills because students can fulfill the expression and interpretation indicators with correct answers along with correct and clear reasons, fulfill the indicators of using notations/symbols with correct answers without complete reasons, but students do not fulfill the evaluation indicators, and 3) students with low mathematical abilities have a very low category of communication skills because students can fulfill the expression and interpretation indicators with wrong answers but there is a reason, fulfill the indicators of using notations/symbols with correct answers but no reason, but students do not fulfill the evaluation indicators.
 Keywords: communication skills, written, mathematical literacy problems, mathematical abilities.
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Tomaz, Vanessa Sena, and Maria Manuela David. "How Students' Everyday Situations Modify Classroom Mathematical Activity: The Case of Water Consumption." Journal for Research in Mathematics Education 46, no. 4 (2015): 455–96. http://dx.doi.org/10.5951/jresematheduc.46.4.0455.

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Our aim is to discuss how school mathematical activity is modified when students' everyday situations are brought into the classroom. One illustrative sequence—7th grade classes solving problems that required proportional reasoning—is characterized as a system of interconnected activities within the theoretical perspective of activity theory. We discuss the tensions and contradictions that evolve when a generic school procedure emphasized by the teacher meets the specific procedures applicable to everyday situations proposed by the students. We evaluate the modifications that we perceived in the power relationships and other components of the school activity and the expansion of the meaning of those procedures as positive outcomes of how everyday situations were dealt with in school mathematics.
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Yekimov, Sergey, M. V. Klimenko, T. A. Stepchenko, Diliara Iakovets, and Galina Zelenova. "Problems of improving pedagogical skills of future teachers of mathematics." SHS Web of Conferences 94 (2021): 02009. http://dx.doi.org/10.1051/shsconf/20219402009.

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The modern education system is facing new requirements and the society is putting forward new requirements among which the leading role is to improve the professional competence of teachers of mathematical disciplines. Mathematics has been used since the time of Pythagoras as the main tool for solving various practical problems in many areas of human activity. In this regard, there is a need to improve the level of mathematical training of modern youth . We believe that the training of future teachers of mathematical disciplines should be based on the principle of integration of humanitarian and mathematical skills, as well as wider use of information technology. In our opinion, such multi-faceted training will help future mathematics teachers to develop the skills required to form a correct understanding of the essence of mathematics, its significance for other Sciences and its significance for everyday life.
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Piel, Sarah, and Claudia Schuchart. "Social origin and success in answering mathematical word problems: The role of everyday knowledge." International Journal of Educational Research 66 (2014): 22–34. http://dx.doi.org/10.1016/j.ijer.2014.02.003.

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Dissertations / Theses on the topic "Everyday mathematical problems"

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Cavaca, Carlos Henrique da Silva. "Um estudo sobre o uso de problemas do cotidiano como fator motivador para o ensino de matemática financeira." Universidade Federal de Juiz de Fora, 2015. https://repositorio.ufjf.br/jspui/handle/ufjf/1131.

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Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-04-13T19:29:25Z No. of bitstreams: 1 carloshenriquedasilvacavaca.pdf: 13890089 bytes, checksum: 21d2ffa22eccbd951ccbff944bdab00e (MD5)<br>Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-04-24T03:23:29Z (GMT) No. of bitstreams: 1 carloshenriquedasilvacavaca.pdf: 13890089 bytes, checksum: 21d2ffa22eccbd951ccbff944bdab00e (MD5)<br>Made available in DSpace on 2016-04-24T03:23:29Z (GMT). No. of bitstreams: 1 carloshenriquedasilvacavaca.pdf: 13890089 bytes, checksum: 21d2ffa22eccbd951ccbff944bdab00e (MD5) Previous issue date: 2015-12-17<br>CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>Este trabalho é o relato de uma pesquisa realizada com um grupo de alunos do segundo ano do ensino médio da EPCAR (Escola Preparatória de Cadetes do Ar) sobre o ensino de Matemática Financeira com o uso de problemas do cotidiano como estratégia de estímulo para tal aprendizado. Durante oito encontros com um grupo de dez alunos, ocorreu a seguinte ordem na abordagem da Matemática Financeira: apresentação dos conceitos, resolução de problemas simples e comuns encontrados nos livros didáticos e, finalmente, resolução de problemas levados à sala de aula, tirados, dentre outras fontes, de folheto de loja, constatando os valores informados em produtos vendidos à prestação, e também analisando criticamente esses valores. São estes problemas a principal razão desta pesquisa. Consideramos que os livros didáticos não exploram de modo consistente toda riqueza e proximidade da realidade que a Matemática Financeira oferece. Entendemos que o uso de folhetos de lojas que anunciam seus produtos, análise de boletos, consulta sobre empréstimos e aplicações financeiras, análise de financiamentos, são exemplos que podem e devem ser usados no ensino da Matemática Financeira por trazerem a realidade que qualquer cidadão vai se deparar em algum momento na trajetória da sua vida. Acreditamos que ao levar para sala de aula este tipo de situação há significante estímulo para o aprendizado da Matemática Financeira. Além disso, descobrimos ao longo da pesquisa a necessidade de se estabelecer um currículo comum na abordagem deste conteúdo para alunos do ensino médio, pois observamos que não há um consenso nos livros didáticos sobre até onde deve ser levado esse assunto.<br>This study is an account of a research carried out with a group of 16-year-old high school students in EPCAR (Preparatory School of Air Cadets) on Financial Mathematics teaching by means of using everyday mathematical problems as a stimulus strategy for such learning. Throughout eight meetings with a group of ten students, the following scenario took place regarding Financial Mathematics approach: presenting concepts; solving simple and common mathematical problems found in textbooks; and finally problems from other sources such as store flyers brought to classroom in which it was possible not only to notice the installment payment prices of goods as well as critically analyze them. These problems are the main reason of this research. We believe that textbooks do not approach consistently all the richness and reality Financial Mathematics is able to provide. We understand that the use of store flyers that advertise their products, the analysis of bills together with the examination of loans and investments, and the financing analysis, are examples which can and shall be used in Financial Mathematics teaching for they are capable of bringing the reality any citizen will face some time in his/ her life. We believe that by presenting the classroom this kind of activity there is a significant stimulus for learning Financial Mathematics. In addition, we have discovered during the research the need to set a common high school curriculum to focus this subject for we have observed that there is no consensus in textbooks about how far this content should be dealt with.
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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)<br>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<br>CAPES<br>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.<br>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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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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Fonseca, Kathleen. "Problem solving in mathematical and everyday contexts : teachers' practices and knowledge." Thesis, 2012. http://hdl.handle.net/10539/11379.

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The Revised National Curriculum requires that mathematics teachers make shifts in their pedagogical content knowledge about teaching non-routine problems. One of the shifts is to move from a traditional approach of teaching routine tasks to an approach which includes problem solving. Teaching non-routine problems develops flexible forms of knowledge, which allow learners to construct their own strategies and not merely follow steps shown to them by the teacher. In this study I explore what pedagogical content knowledge grade 6 teachers have about problem solving in everyday and mathematical contexts. A qualitative study was used to explore Grade 6 teachers’ pedagogical content knowledge about problem solving in these contexts. Data was collected by means of interviews and lesson observations. The study found variations in the teachers’ content knowledge but very similar pedagogical content knowledge among the teachers. Teachers have different understandings of teaching non-routine problems and they are faced with the challenge of how much to make knowledge accessible to their learners in order to lay a conceptual foundation to solve non-routine problems while not lowering the demands of the task. Teachers taught everyday context tasks differently to mathematical context tasks by focusing on the linguistic aspects of the tasks.
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Books on the topic "Everyday mathematical problems"

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service), SpringerLink (Online, ed. The Beauty of Everyday Mathematics. Springer-Verlag Berlin Heidelberg, 2012.

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Pollack-Johnson, Bruce. Mathematical connections: Problem solving for business, social science, and everyday life : functions of one variable. Prentice Hall, 1997.

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Group/McGraw-Hill, Wright, and University of Chicago. School Mathematics Project, eds. Everyday mathematics. Wright Group/Mcgraw-Hill, 2008.

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Everyday maths. CollinsEducational, 1991.

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University of Chicago. School Mathematics Project, ed. Everyday mathematics: Home links. McGraw-Hill Education, 2012.

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

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author, Medici Cindy, Levy, Jill (Author at Newmark Learning (Firm)), author, Barth April author, and Newmark Learning (Firm), eds. Everyday mathematics intervention activities. Newmark Learning, 2011.

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

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Victoria, Hay, ed. Math magic: How to master everyday math problems. Perennial Currents, 2004.

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Gray, Kristen. Math for life: A practical guide for everyday living. Tri-C Publications, 2003.

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Book chapters on the topic "Everyday mathematical problems"

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Verschaffel, Lieven, Brian Greer, and Erik de Corte. "Everyday Knowledge and Mathematical Modeling of School Word Problems." In Symbolizing, Modeling and Tool Use in Mathematics Education. Springer Netherlands, 2002. http://dx.doi.org/10.1007/978-94-017-3194-2_16.

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Graumann, Günter. "Mathematics for Problems in the Everyday World." In Real-World Problems for Secondary School Mathematics Students. SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-543-7_6.

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Herrmann, Norbert. "The Mirror Problem." In The Beauty of Everyday Mathematics. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-22104-0_2.

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Herrmann, Norbert. "The Toasting Problem." In The Beauty of Everyday Mathematics. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-22104-0_12.

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Herrmann, Norbert. "The Heart Problem." In The Beauty of Everyday Mathematics. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-22104-0_13.

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Herrmann, Norbert. "The Leg Problem." In The Beauty of Everyday Mathematics. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-22104-0_3.

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Herrmann, Norbert. "The Sketch Problem." In The Beauty of Everyday Mathematics. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-22104-0_4.

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Herrmann, Norbert. "The Soda Can Problem." In The Beauty of Everyday Mathematics. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-22104-0_1.

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Herrmann, Norbert. "The Discus Thrower Problem." In The Beauty of Everyday Mathematics. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-22104-0_10.

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Herrmann, Norbert. "The Beer Coaster Problem." In The Beauty of Everyday Mathematics. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-22104-0_11.

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Conference papers on the topic "Everyday mathematical problems"

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Floris, Francesco, Alice Barana, Anna Brancaccio, et al. "Immersive teacher training experience on the methodology of problem posing and solving in Mathematics." In Fifth International Conference on Higher Education Advances. 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&amp;amp;S - Problem Posing &amp;amp; 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, та Milana Dabić Boričić. "STUDENT – FUTURE TEACHERSʼ ATTITUDE ON THE DEVELOPMENT OF MATHEMATICAL LITERACY IN PRIMARY EDUCATION". У 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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Liu, Gao-Lian. "Simple Formulae for Optimal Solidity of Two-Dimensional Compressor Cascades Based on Diffusion Concept." In ASME 1991 International Gas Turbine and Aeroengine Congress and Exposition. American Society of Mechanical Engineers, 1991. http://dx.doi.org/10.1115/91-gt-308.

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The optimal solidity problem of two-dimensional (2-D) compressor cascades is formulated as two nonlinear programming problems, in which either the profile losses are minimized or the blade loading is maximized subject to an inequality constraint on the equivalent diffusion ratio or diffusion factor (Lieblein, 1959, 1965). Analytical solutions to these two mathematical programming problems are obtained in form of simple formulae, which are very convenient for everyday practical use. A rational way for extending their application to 3-D compressor bladings is also suggested.
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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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Kim, Hangil. "Embracing proving into everyday lesson by problem posing." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-350.

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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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Abstract:
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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