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Relevant bibliographies by topics / Informal and formal mathematical concepts

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Academic literature on the topic 'Informal and formal mathematical concepts'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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Journal articles on the topic "Informal and formal mathematical concepts"

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Kritzer, Karen. "Building foundations for numeracy: A qualitative analysis of the basic concept knowledge demonstrated by young deaf children." Australasian Journal of Early Childhood 37, no. 2 (2012): 106–12. http://dx.doi.org/10.1177/183693911203700214.

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THE QUALITATIVE STUDY DESCRIBED in this article examines the knowledge of basic concepts demonstrated by six young deaf children* with high/low levels of mathematical ability as measured by performance on a formal (i.e. Bracken Basic Concept Scale) and informal (i.e. classification/sorting task) assessment. Findings indicate that children with lower mathematics ability, as measured by the Test of Early Mathematics Ability (TEMA-3), also demonstrated limited understanding of basic concepts and weaker thinking skills as evidenced by a lack of ability to categorise or classify at a level comparab

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Hildenbrand, Claudia, Frank Niklas, Caroline Cohrssen, and Collette Tayler. "Children’s mathematical and verbal competence in different early education and care programmes in Australia." Journal of Early Childhood Research 15, no. 2 (2015): 144–57. http://dx.doi.org/10.1177/1476718x15582096.

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This study investigated the relationship between children’s attendance at different types of early childhood education and care programmes and their mathematical and verbal skills. Analyses of data from 1314 children participating in an Australian longitudinal study, the E4Kids project, revealed no relationship between children’s verbal ability and the early childhood education and care programme attended, but mathematics results tell a different story. At the first measurement, children who consistently attended only informal care outperformed children who either consistently attended a forma

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Magalhães, Marcos Nascimento. "Atividade de inferência informal para avaliar π". Revista Brasileira de Educação em Ciências e Educação Matemática 3, № 2 (2019): 550. http://dx.doi.org/10.33238/rebecem.2019.v.3.n.2.22509.

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Resumo: Inferência é a parte da Estatística que trata de previsões, para uma população, a partir das informações de uma amostra. O assunto é discutido de maneira formal em disciplinas de Estatística de cursos superiores, pois envolve conceitos matemáticos avançados. Entretanto, fazer previsões é algo presente na vida de todos e com os estudantes da Educação Básica não é diferente. É importante que os estudantes desse nível de ensino tenham oportunidade de fazer previsões, ainda que limitadas e informais, como uma experiência inicial do uso dessa parte fundamental da Estatística. Neste artigo,

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Hodgson, Ted R., and Maurice J. Burke. "Tennis, Anyone?" Mathematics Teacher 98, no. 9 (2005): 586–92. http://dx.doi.org/10.5951/mt.98.9.0586.

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In this article, we present an engaging problem that is accessible to students at a variety of grade and skill levels. The problem is drawn from a common, real–world setting (tennis) and illustrates how a single problem can be solved in many ways by using increasingly powerful mathematics. We present these solution strategies as a sequence, beginning with informal hands–on activities and progressing to more formal and advanced mathematics. By considering the variety of solution strategies and by seeing how advanced mathematical techniques arise from basic properties and phenomena, students can

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Skipper, Edith L., and Edna Neal Collins. "Making the NCTM Standards User Friendly for Child Care Teachers." Teaching Children Mathematics 9, no. 7 (2003): 421–27. http://dx.doi.org/10.5951/tcm.9.7.0421.

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Principles and Standards for School Mathematics (NCTM 2000) asserts that mathematics is an essential part of the early childhood curriculum. The Standards encourage early childhood educators to nurture children's intuitive understandings of mathematical concepts by taking advantage of learning opportunities that naturally occur during everyday activities. In the context of these meaningful activities, learning can be increased by giving children the formal language with which to describe their informal learning (Clements and Sarama 2000), and young children's natural enthusiasm for mathematics

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Wang, Yingxu, Yousheng Tian, and Kendal Hu. "Semantic Manipulations and Formal Ontology for Machine Learning based on Concept Algebra." International Journal of Cognitive Informatics and Natural Intelligence 5, no. 3 (2011): 1–29. http://dx.doi.org/10.4018/ijcini.2011070101.

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Towards the formalization of ontological methodologies for dynamic machine learning and semantic analyses, a new form of denotational mathematics known as concept algebra is introduced. Concept Algebra (CA) is a denotational mathematical structure for formal knowledge representation and manipulation in machine learning and cognitive computing. CA provides a rigorous knowledge modeling and processing tool, which extends the informal, static, and application-specific ontological technologies to a formal, dynamic, and general mathematical means. An operational semantics for the calculus of CA is

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Lupenko, Serhii A., Volodymyr V. Pasichnyk, and Nataliia E. Kunanets. "AXIOMATIC-DEDUCTIVE STRATEGY FOR IT DISCIPLINE CONTENT FORMATION." Information Technologies and Learning Tools 73, no. 5 (2019): 149–60. http://dx.doi.org/10.33407/itlt.v73i5.2536.

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The paper presents the axiomatic-deductive strategy of organizing the content of an academic discipline with the help of ontological approach in the e-learning systems in the field of information technologies. The authors have taken into account that the necessary property of the system of axiomatic statements is their consistency. On the basis of axiomatic-deductive strategy, new approaches to the formation of the discipline content are proposed. It is proved that the system of true statements of an academic discipline is based on its terminology-conceptual apparatus, in particular, axiomatic

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Thagard, Paul. "Computational Tractability and Conceptual Coherence: Why Do Computer Scientists Believe that P≠NP?" Canadian Journal of Philosophy 23, no. 3 (1993): 349–63. http://dx.doi.org/10.1080/00455091.1993.10717325.

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According to Church’s thesis, we can identify the intuitive concept of effective computability with such well-defined mathematical concepts as Turing computability and partial recursiveness. The almost universal acceptance of Church’s thesis among logicians and computer scientists is puzzling from some epistemological perspectives, since no formal proof is possible of a thesis that involves an informal concept such as effectiveness. Elliott Mendelson has recently argued, however, that equivalencies between intuitive notions and precise notions need not always be considered unprovable theses, a

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PINOSIO, RICCARDO, and MICHIEL VAN LAMBALGEN. "THE LOGIC AND TOPOLOGY OF KANT’S TEMPORAL CONTINUUM." Review of Symbolic Logic 11, no. 1 (2018): 160–206. http://dx.doi.org/10.1017/s1755020317000338.

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AbstractIn this paper we provide a mathematical model of Kant’s temporal continuum that yields formal correlates for Kant’s informal treatment of this concept in theCritique of Pure Reasonand in other works of his critical period. We show that the formal model satisfies Kant’s synthetic a priori principles for time (whose consistence is not obvious) and that it even illuminates what “faculties and functions” must be in place, as “conditions for the possibility of experience”, for time to satisfy such principles. We then present a mathematically precise account of Kant’s transcendental theory o

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Magana, Alejandra J., Manaz Taleyarkhan, Daniela Rivera Alvarado, Michael Kane, John Springer, and Kari Clase. "A Survey of Scholarly Literature Describing the Field of Bioinformatics Education and Bioinformatics Educational Research." CBE—Life Sciences Education 13, no. 4 (2014): 607–23. http://dx.doi.org/10.1187/cbe.13-10-0193.

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Bioinformatics education can be broadly defined as the teaching and learning of the use of computer and information technology, along with mathematical and statistical analysis for gathering, storing, analyzing, interpreting, and integrating data to solve biological problems. The recent surge of genomics, proteomics, and structural biology in the potential advancement of research and development in complex biomedical systems has created a need for an educated workforce in bioinformatics. However, effectively integrating bioinformatics education through formal and informal educational settings

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Dissertations / Theses on the topic "Informal and formal mathematical concepts"

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Bothén, Eva, and Cecilia Jönsson. "Språket i matematiken - ett verktyg att räkna med, en kvalitativ intervjustudie om språkets betydelse för begreppsförståelsen." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30389.

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Syftet med vår studie var att ta reda på hur pedagoger tillvaratar barns informella kunskaper och hur de konkret arbetar för att utveckla barns begreppsuppfattning i matematik med hjälp av språket. Vi avsåg även att undersöka förutsättningarna för en sådan undervisning. Vi ville se till både individ-, grupp- och organisationsnivå. Ytterligare en specialpedagogisk frågeställning som vi avsåg att undersöka var hur barn i behov av särskilt stöd gynnas av detta arbetssätt. Vi genomförde tio kvalitativa forskningsintervjuer, som var delvis strukturerade, med pedagoger som arbetar med språket på ett

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Albinsson, Anders. "”De va svinhögt typ 250 kilo” : Förskolebarns mätande av längd, volym och tid i legoleken." Licentiate thesis, Linköpings universitet, Lärande, Estetik, Naturvetenskap (LEN), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-124659.

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The purpose of the dissertation is to study, describe and analyses which comparative measurement activities preschool children construct and use, and how they solve problems and communicate when they use the comparative measurement activities whilst playing with Lego (“the Lego play”). The measurement activities chosen are length/height, quantity and time. The empirical material is based on data from two preschool classes with children aged 2 – 5 year, It was collected through participant observation (video captures) of the children’s Lego play. The theoretical starting points in this study ar

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Collins, Norma Cynthia. "A study of the informal use of mathematical concepts by Foundation Stage children (3-5 year olds)." Thesis, Brunel University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.401352.

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Stewart, Sepideh. "Understanding linear algebra concepts through the embodied, symbolic and formal worlds of mathematical thinking." 2008. http://hdl.handle.net/2292/2912.

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Linear algebra is one of the first advanced mathematics courses that students encounter at university level. The transfer from a primarily procedural or algorithmic school approach to an abstract and formal presentation of concepts through concrete definitions, seems to be creating difficulty for many students who are barely coping with procedural aspects of the subject. This research proposes applying APOS theory, in conjunction with Tall’s three worlds of embodied, symbolic and formal mathematics, to create a framework in order to examine the learning of a variety of linear algebra concepts

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Aineamani, Benadette. "Communicating mathematics reasoning in multilingual classrooms in South Africa." Thesis, 2011. http://hdl.handle.net/10539/10133.

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This is a qualitative research that draws Gee‟s Discourse analysis to understand how learners communicate their mathematical reasoning in a multilingual classroom in South Africa. The study involved a Grade 11 class of 25 learners in a township school East of Johannesburg. The research method used was a case study. Data was collected using classroom observations, and document analysis. The study has shown that learners communicate their mathematics reasoning up to a certain level. The way learners communicated their mathematical reasoning depended on the activities that were given by the textb

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Masilo, Motshidisi Marleen. "Implementing inquiry-based learning to enhance Grade 11 students' problem-solving skills in Euclidean Geometry." Thesis, 2018. http://hdl.handle.net/10500/24966.

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Researchers conceptually recommend inquiry-based learning as a necessary means to alleviate the problems of learning but this study has embarked on practical implementation of inquiry-based facilitation and learning in Euclidean Geometry. Inquiry-based learning is student-centred. Therefore, the teaching or monitoring of inquiry-based learning in this study is referred to as inquiry-based facilitation. The null hypothesis discarded in this study explains that there is no difference between inquiry-based facilitation and traditional axiomatic approach in teaching Euclidean Geometry, that is, H0

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Books on the topic "Informal and formal mathematical concepts"

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Zadeh, Lotfi A. Computing with Words: Principal Concepts and Ideas. Springer Berlin Heidelberg, 2012.

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Geldsetzer, Lutz. Logical Thinking in the Pyramidal Schema of Concepts: The Logical and Mathematical Elements. Springer Netherlands, 2013.

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David, Hutchison. Formal Theories of Information: From Shannon to Semantic Information Theory and General Concepts of Information. Springer Berlin Heidelberg, 2009.

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Korsten, Frans-Willem. A Dutch Republican Baroque. Amsterdam University Press, 2017. http://dx.doi.org/10.5117/9789462982123.

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In the Dutch Republic, in its Baroque forms of art, two aesthetic formal modes, theatre and drama, were dynamically related to two political concepts, event and moment. The Dutch version of the Baroque is characterised by a fascination with this world regarded as one possibility out of a plurality of potential worlds. It is this fascination that explains the coincidence in the Dutch Republic, strange at first sight, of Baroque exuberance, irregularity, paradox, and vertigo with scientific rigor, regularity, mathematical logic, and rational distance. In giving a new historical perspective on th

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Committee on the Use of Animals in Research (U.S.), National Academy of Sciences (U.S.), and Institute of Medicine (U.S.), eds. Science, medicine, and animals. National Academy Press, 1991.

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Basudeb, Guha-Khasnobis, Kanbur S. M. Ravi, and Ostrom Elinor, eds. Linking the formal and informal economy: Concepts and policies. Oxford University Press, 2006.

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Mann, Peter. Coordinates & Constraints. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198822370.003.0006.

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This short chapter introduces constraints, generalised coordinates and the various spaces of Lagrangian mechanics. Analytical mechanics concerns itself with scalar quantities of a dynamic system, namely the potential and kinetic energies of the particle; this approach is in opposition to Newton’s method of vectorial mechanics, which relies upon defining the position of the particle in three-dimensional space, and the forces acting upon it. The chapter serves as an informal, non-mathematical introduction to differential geometry concepts that describe the configuration space and velocity phase

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(Editor), Basudeb Guha-Khasnobis, Ravi Kanbur (Editor), and Elinor Ostrom (Editor), eds. Linking the Formal and Informal Economy: Concepts and Policies (Wider Studies in Development Economics). Oxford University Press, USA, 2007.

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(Editor), Basudeb Guha-Khasnobis, Ravi Kanbur (Editor), and Elinor Ostrom (Editor), eds. Linking the Formal and Informal Economy: Concepts and Policies (W I D E R Studies in Development Economics). Oxford University Press, USA, 2006.

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Zadeh, Lotfi A. Computing with Words: Principal Concepts and Ideas. Springer, 2014.

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Book chapters on the topic "Informal and formal mathematical concepts"

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Odelstad, Jan. "Basic Formal Concepts and Terminology." In Lecture Notes in Economics and Mathematical Systems. Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-48388-2_2.

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Wille, Rudolf. "Formal Concept Analysis as Mathematical Theory of Concepts and Concept Hierarchies." In Formal Concept Analysis. Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/11528784_1.

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Meyer, John-Jules Ch. "Keynote Address: Formal and Informal Aspects of Intelligent Agent-based Systems." In Information System Concepts: An Integrated Discipline Emerging. Springer US, 2000. http://dx.doi.org/10.1007/978-0-387-35500-9_26.

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Müller, Dennis, Thibault Gauthier, Cezary Kaliszyk, Michael Kohlhase, and Florian Rabe. "Classification of Alignments Between Concepts of Formal Mathematical Systems." In Lecture Notes in Computer Science. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62075-6_7.

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Dalvit, Ester. "Using Braids to Introduce Groups: From an Informal to a Formal Approach." In Proceedings of the 13th International Congress on Mathematical Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62597-3_118.

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Kirillovich, Alexander, Olga Nevzorova, Konstantin Nikolaev, and Kamilla Galiaskarova. "Towards a Parallel Informal/Formal Corpus of Educational Mathematical Texts in Russian." In Advances in Intelligent Systems and Computing. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39216-1_29.

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Yelland, Nicola. "Learning in school and out: Formal and informal experiences with computer games in mathematical contexts." In IFIP Advances in Information and Communication Technology. Springer US, 2003. http://dx.doi.org/10.1007/978-0-387-35668-6_1.

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Giliberti, Marco. "“There Are no Things Inside Things”: An Augmented Lecture to Bridge the Gap Between Formal and Informal Physics Education." In Concepts, Strategies and Models to Enhance Physics Teaching and Learning. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-18137-6_18.

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Dahan, Amy, and Dominique Pestre. "Transferring Formal and Mathematical Tools from War Management to Political, Technological, and Social Intervention (1940-1960)." In Technological Concepts and Mathematical Models in the Evolution of Modern Engineering Systems. Birkhäuser Basel, 2004. http://dx.doi.org/10.1007/978-3-0348-7951-4_4.

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"informal review of the mathematical concepts." In Catastrophe Theory and Bifurcation (Routledge Revivals). Routledge, 2012. http://dx.doi.org/10.4324/9780203357569-9.

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Conference papers on the topic "Informal and formal mathematical concepts"

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Dib, C. Z. "Formal, non-formal and informal education: concepts/applicability." In AIP Conference Proceedings Volume 173. AIP, 1988. http://dx.doi.org/10.1063/1.37526.

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Moldovan, Roxana, Bogdan Orza, Cosmin Porumb, and Serban Meza. "Blended Assessment Concepts for Formal and Informal Engineering Education." In 2017 IEEE 17th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2017. http://dx.doi.org/10.1109/icalt.2017.112.

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Bamidis, Panagiotis D., Eleni Kaldoudi, and Costas Pattichis. "From taxonomies to folksonomies: a roadmap from formal to informal modeling of medical concepts and objects." In 2009 9th International Conference on Information Technology and Applications in Biomedicine (ITAB 2009). IEEE, 2009. http://dx.doi.org/10.1109/itab.2009.5394365.

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Lakmazaheri, Sivand, and William J. Rasdorf. "A Formal Approach to Structural Design Automation Using Predicate Logic." In ASME 1990 Design Technical Conferences. American Society of Mechanical Engineers, 1990. http://dx.doi.org/10.1115/detc1990-0134.

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Abstract The common approach to engineering software development involves the identification of relevant concepts, relations between concepts, and strategies for manipulating concepts and relations in an informal manner. We believe that although the informal approach to the identification and utilization of engineering knowledge may be sufficient for a certain class of problems, it fails to systematically support the development and study of complex automated (intelligent) engineering systems. Therefore, a formal approach is needed for such developments and studies. In this paper a formal theo

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Libusha, Azwidowi Emmanuel. "USING EVERYDAY LANGUAGE TO SUPPORT LEARNERS’ ACCESS TO MATHEMATICAL CONTENT KNOWLEDGE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end013.

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The language of mathematics can hinder the development of some learners’ conceptual understanding of mathematics. Language as a whole plays a crucial role in the teaching and learning of mathematics as it serves as the medium in which the teachers and learners think and communicate in the classroom. Ball, Thames and Phelps (2008) argue that the demands of teaching mathematics require specialized mathematical knowledge that only pertains to mathematics teaching and is not required in other mathematics professions. The role of the teacher is to use resources available to them to support learners

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Sakli, Leila, Jean Marc Mercantini, and Jean Claude Hennet. ""Study of supply chain vulnerabilities based on cognitive engineering and ARIMA formal models"." In The 11th International Conference on Integrated Modeling and Analysis in Applied Control and Automation. CAL-TEK srl, 2018. http://dx.doi.org/10.46354/i3m.2018.imaaca.009.

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"This research concerns the formulation of models and methods for supply chains risk analysis. An ontological approach using the KOD method (Knowledge Oriented Design) has been implemented to clearly identify relationships between the concepts of supply chain, risk, vulnerability and disturbances (critical scenarios). As a result, conceptual models of supply chains facing risk situations and critical scenarios are proposed. From the resulting conceptual models and mathematical models proposed in the literature, a multi-stage supply chain model using ARIMA models incorporating the randomness of

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Dabeva, Tania, and Georgina Lukanova. "FEATURES OF CONNECTIVITY AMONG FRANCHISING NETWORKS IN HOTEL INDUSTRY." In TOURISM AND CONNECTIVITY 2020. University publishing house "Science and Economics", University of Economics - Varna, 2020. http://dx.doi.org/10.36997/tc2020.473.

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The main thesis supported in this study is that connectivity is embedded in the hotel franchise due to its systemic nature, the number of participating levels, elements and entities, the complex relationships between them, the transfer of tangible and intangible assets, multifaceted communications of formal and informal nature and others. In this regard, the main purpose of the paper is to reveal the nature of connectivity in the hotel franchise and how it affects the functioning and development of the system. The first part of the report examines the peculiarities of the relationships between

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Makino, Hitoshi, Kazumasa Hioki, Hiroyuki Umeki, Shoko Tachibana, Hiroyasu Takase, and Ian McKinley. "Challenges for the JAEA KMS: Fostering Inventive Design and Problem Solving." In ASME 2009 12th International Conference on Environmental Remediation and Radioactive Waste Management. ASMEDC, 2009. http://dx.doi.org/10.1115/icem2009-16351.

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The Knowledge Management System by Japan Atomic Energy Agency (JAEA KMS) is being developed to be flexible and able to respond to potential changes of boundary conditions. On a shorter timescale, the KMS must encourage flexibility in the methodology used for carrying out and presenting performance assessments. This is closely linked to development of advanced repository concepts; considering the requirements for a safe and practical repository tailored to specific site conditions, which reflects evolving technology. These coupled development tasks were, in the past, carried out by expert teams

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Finch, William W. "An Overview of Inference Mechanisms for Quantified Relations." In ASME 1998 Design Engineering Technical Conferences. American Society of Mechanical Engineers, 1998. http://dx.doi.org/10.1115/detc98/dtm-5666.

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Abstract This paper temporarily sheds formal mathematical treatment and presents a more intuitive overview of inference mechanisms for quantified relations. These predicate logic expressions are a new class of design constraint among sets of variations affecting the design and performance of engineering systems. Simple examples illustrate the use of quantified relations to infer constraints on the membership of feasible sets. A small design problem from the electronics domain joins the mathematical tools with engineering concepts. A brief comparison demonstrates the advantages of this approach

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van Hemmen, Hendrik F., and Hannah van Hemmen. "Game Theory for the Maritime Professional." In SNAME Maritime Convention. SNAME, 2014. http://dx.doi.org/10.5957/smc-2014-t56.

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Whether engaged in design, construction, maintenance or operations activities, Naval Architects and Marine Engineers are continually engaged in negotiation and decision making. However, very little formal negotiation and decision-making training exists for NAMEs, despite the fact that in recent decades there have been significant developments in the game theory field. These developments in game theory have resulted in a standardized terminology and provide theoretical and mathematical concepts that, when adopted in the maritime community, could provide significant advantages to the initiated p

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