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Relevant bibliographies by topics / Learning multiplication

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Dissertations / Theses

Academic literature on the topic 'Learning multiplication'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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Dissertations / Theses on the topic "Learning multiplication"

1

Singley, Vickie. "Teaching multiplication and division to learning disabled children." CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/169.

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2

Morrison, Vivienne Frances. ""You have to find a way to glue it in your brain": children's views on learning multiplication facts." Thesis, University of Canterbury. Education, 2007. http://hdl.handle.net/10092/1059.

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While there has been research on development of multiplicative reasoning, and how to teach multiplication facts, there is little research on how children consider they learn these. This study explores the children's learning as they consider how they commit their multiplication facts to memory, discover calculation strategies and develop multiplicative thinking. A group of eleven Year 4 children (8 years old) participated in a series of 13 lessons where they became coresearchers in the exploration of their learning. A contextually based thematic approach was provided through 'Crocodilian

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3

Akavia, Adi. "Learning noisy characters, multiplication codes, and cryptographic hardcore predicates." Thesis, Massachusetts Institute of Technology, 2008. http://hdl.handle.net/1721.1/43032.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2008.<br>Includes bibliographical references (p. 181-187).<br>We present results in cryptography, coding theory and sublinear algorithms. In cryptography, we introduce a unifying framework for proving that a Boolean predicate is hardcore for a one-way function and apply it to a broad family of functions and predicates, showing new hardcore predicates for well known one-way function candidates such as RSA and discrete-log as well as reproving old results in an entirely different way. Ou

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4

Haugland, Morten. "Extending the "transfer of learning" paradigm using the commutative property of multiplication and precision teaching procedures to facilitate fluent performance with multiplication facts /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488199501406396.

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5

Harrison, Ryan Matthew. "Elementary Teachers’ Understanding and Use of Cognition Based Assessment Learning Progression Materials for Multiplication and Division." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1330296812.

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6

Koepp, Wiebke. "A Novel Transfer Function for Continuous Interpolation between Summation and Multiplication in Neural Networks." Thesis, KTH, Skolan för datavetenskap och kommunikation (CSC), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-184087.

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In this work, we present the implementation and evaluation of a novel parameterizable transfer function for use in artificial neural networks. It allows the continuous change between summation and multiplication for the operation performed by a neuron. The transfer function is based on continuously differentiable fractional iterates of the exponential function and introduces an additional parameter per neuron and layer. This parameter can be determined along weights and biases during standard, gradient-based training. We evaluate the proposed transfer function within neural networks by compari

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7

Hanson, Loraine Jones. "Learning Within a Computer-Assisted Instructional Environment: Effects on Multiplication Math Fact Mastery and Self-Efficacy in Elementary-Age Students." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3466.

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The primary purpose of this study was to evaluate the effect of basic multiplication mastery (0-12) and self-efficacy outcomes for elementary age students attempting to master multiplication facts in a Computer-Assisted Instructional (CAI) environment. Timez Attack (TA), a modern Internet based 3-D multiplication video game, was the computer program used in this study. Four third- and four fourth-grade classes of students at a public charter school received either 12 20-minute Teacher-Led Instructional (TLI), or TA multiplication practice sessions. Pre- and post Math Attitude Survey (MAS), tim

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8

You, Yantian. "Sparsity Analysis of Deep Learning Models and Corresponding Accelerator Design on FPGA." Thesis, KTH, Skolan för informations- och kommunikationsteknik (ICT), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-204409.

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Machine learning has achieved great success in recent years, especially the deep learning algorithms based on Artificial Neural Network. However, high performance and large memories are needed for these models , which makes them not suitable for IoT device, as IoT devices have limited performance and should be low cost and less energy-consuming. Therefore, it is necessary to optimize the deep learning models to accommodate the resource-constrained IoT devices. This thesis is to seek for a possible solution of optimizing the ANN models to fit into the IoT devices and provide a hardware implemen

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9

Santana, Rute Isabel Augusto. "Resolver tarefas de multiplicação e divisão: um estudo com alunos de 3.º ano." Master's thesis, Instituto Politécnico de Setúbal. Escola Superior de Educação, 2017. http://hdl.handle.net/10400.26/19910.

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Relatório da componente de investigação do relatório de estágio sobre a prática de ensino supervisionada do Mestrado em Educação Pré- Escolar e Ensino do 1.º Ciclo do Ensino Básico<br>O presente estudo integra a área da Matemática e tem como principal objetivo compreender como é que os alunos de 3.º ano resolvem tarefas de multiplicação e divisão. Como tal, este estudo pretende identificar quais as estratégias que os alunos utilizam e quais as dificuldades existentes quando resolvem tarefas que envolvem estas duas operações. A fundamentação teórica apresenta e discute tópicos essenciais pa

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10

Starepravo, Ana Ruth. "A multiplicação na Escola Fundamental I: análise de uma proposta de ensino." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-13092010-125231/.

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O presente trabalho consiste numa pesquisa qualitativa sobre o ensino e a aprendizagem de matemática, cujo objetivo foi o de propor uma metodologia, fundamentada no construtivismo piagetiano, para ensinar multiplicação nos anos iniciais do Ensino Fundamental. A observação de que o ensino desse conteúdo, em muitas escolas, privilegia a memorização da tabuada e a aplicação de algoritmos, em detrimento da compreensão, mobilizou uma investigação sobre como organizar o ensino dessa noção privilegiando o desenvolvimento da racionalidade e a aquisição de competências que transcendem o âmbito da matem

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