Relevant bibliographies by topics / Mathematic material

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

Academic literature on the topic 'Mathematic material'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Mathematic material"

1

Apriliyani, Mila Nurul, Siti Kumawati, Utari Oktaviani, and Heny Nugroho. "Analysis Student’s Mathematical Connection Ability of Class XII MIPA SMA N 1 Ngawen on Statistical Material." Proceeding International Conference on Science and Engineering 3 (April 30, 2020): 589–94. http://dx.doi.org/10.14421/icse.v3.570.

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The material in mathematics relates to each other and also relates to daily life. Likewise with statistics is one of the materials on the subject of mathematics that also has a relationship with other sciences, and has been widely used in daily life. This research explains the ability of the mathematic connections of the grade XII students of MIPA SMA N 1 Ngawen on the statistical material. With the aim to know the student's mathematic connection ability. The methods used are qualitative descriptive with research instruments in the form of tests and interviews. The research subject consists of 10 students with an analysis model on this research based on its mathematical connection indicators. From this research gained ability on the indicator linking between concepts on a mathematical material and indicators linking between mathematical concepts with daily life belonging to the high, and low category for indicators The mathematical concept with other sciences.
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Udjaja, Yogi, Vincent Sadino Guizot, and Natalia Chandra. "Gamification for Elementary Mathematics Learning in Indonesia." International Journal of Electrical and Computer Engineering (IJECE) 8, no. 5 (October 1, 2018): 3859. http://dx.doi.org/10.11591/ijece.v8i5.pp3859-3865.

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The purpose of this research is to combine multimedia elements and mathematics learning material to a mathematic learning interactive application. Research and design methodology that used is Game Development Life Cycle (GDLC) which consist of initiation, pre-production, production, testing and release. Content inside the game is made using gamification and expert system concept. The result of this research is an interactive learning game to support student to understand mathematic materials. The purpose of this application is to help student to learn mathematic in an interactive and interesting way, to deliver mathematic material easily.
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Udjaja, Yogi, Vincent Sadino Guizot, and Natalia Chandra. "Gamification for Elementary Mathematics Learning in Indonesia." International Journal of Electrical and Computer Engineering (IJECE) 8, no. 5 (October 1, 2018): 3860. http://dx.doi.org/10.11591/ijece.v8i5.pp3860-3865.

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The purpose of this research is to combine multimedia elements and mathematics learning material to a mathematic learning interactive application. Research and design methodology that used is Game Development Life Cycle (GDLC) which consist of initiation, pre-production, production, testing and release. Content inside the game is made using gamification and expert system concept. The result of this research is an interactive learning game to support student to understand mathematic materials. The purpose of this application is to help student to learn mathematic in an interactive and interesting way, to deliver mathematic material easily.
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Brata, Dwija Wisnu, and Budi Santoso. "PEMBELAJARAN MATEMATIKA DENGAN OPERATOR DASAR UNTUK ANAK SEKOLAH DASAR BERBASIS MOBILE." Jurnal Ilmiah Informatika 1, no. 1 (June 23, 2016): 46–50. http://dx.doi.org/10.35316/jimi.v1i1.443.

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The concept of teaching mathematic is most important for educators by understanding and application of mathematics content that cater to students, especially primary school students. extending the interesting material, as well as providing assistance to the student to take assessment can assist in attraction, concentration and success in understanding mathematics. It is always related because not all students in a class is able to understand the material quickly, then the required factors that have an interest for children. The interesting will become the factors that support students in learning, if these factors can also be conceptualized as children's activities are carried out every day, it means that if the school use the curriculum, and the home environment playground are always supervised by the parent. so the Interesting in mathematics lessons can be realized also in the integration of emerging technologies, especially mobile phones. The majority the students today have the tool, it will be more efficient to develope of mathematical material is also contained in the mobile. The development can be implemented in mathematic education game. Games designed by researcher wishes to develop mobile based learning materials, especially in mathematic. the Experiments have performed in the implementation of mathematic games with basic operators to produce the final value of the overall respondents who rate amounted to 84.4%. it means that the level of engagement users, especially students very well in playing to respond the educational game designed.
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Mahie, Andi Galsan, Loeky Haryanto, Moh Ivan Azis, Jusmawati Massalesse, and Andi Kresna Jaya. "Pemanfaatan Program Microsoft Mathematic Dan Geogebra Untuk Peningkatan Mutu Guru Matematika Tingkat SMP Di Kabupaten Bantaeng Sulawesi Selatan." JATI EMAS (Jurnal Aplikasi Teknik dan Pengabdian Masyarakat) 3, no. 2 (October 24, 2019): 187. http://dx.doi.org/10.36339/je.v3i2.247.

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outcomes generated from this activity are as follows: 1) Enhance the ability of Partners in developing existing technology, especially computers in optimizing learning in the classroom through the Geogebra and Microsoft Mathematic programs. Middle School Mathematics Teachers in Bantaeng District are trained in making teaching materials, especially computer-based self-learning modules that are not only material and questions but must be able to develop children's abilities in constructing the concept of the material being taught. The Geogebra and Microsoft Mathematic programs are application programs that can be utilized in dealing with these problems; 2) Training for teachers who are members of the Bantaeng District Junior High School Mathematics Teacher (MGMP). The training material was in the form of a guidebook for the use of the Geogebra program and the Microsoft Mathematics and its use in mathematics learning developed by the Mathematics Department FMIPA UNHAS dedication team. The teaching materials will be used in the training as an initial stage for the teachers to recognize and master the Geogebra and Microsoft Mathematics programs.
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Nida Nurhanifa, Budi Hendrawan, and Anggia Suci Pratiwi. "The Effect of Realistic Mathemathic Education (RME) Assisted by Number Hours on Learning Achievement in The Summing Operations Material in Class I SDN Batulawang." Jurnal Sekolah Dasar 5, no. 2 (September 9, 2020): 67–74. http://dx.doi.org/10.36805/jurnalsekolahdasar.v5i2.1065.

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Mathematics learning is learning that develops student creativity to improve thingking skills, construct new knowledge to increase good mastery of mathematical material. In learning mathematics there are several obstacles, namely low student achievement, lack of student motivation and students still think that mathematics is difficult and difficult to learn. To overcome these obstacles there is a solution for learning mathematics that is using Realistic Mathematic Education (RME) assisted by the number of hours in the addition operation material. By using Realistic Mathematic Education (RME) assisted by number hours, it is expected to be able to improve student learning achievement in the addition operation material at SDN Batulawang. This research uses quantitative research using quasi experimental methods with the Nonequivalent Control Group Design. This research was conducted in SDN Batulawang with a population of thirty people and used a systematic sample that divided students into two classes using even odd numbers, so that the control class was fifteen people and the experimental class fifteen people. Data collection techniques were carried out through pretest and posttest. Data were analyzed using SPSS.
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Wuryanti, Sri, Fahmi Fahmi, and Giri Hamiseno. "Mathematic Learning Material Capabilities on Special Needs." IJDS: Indonesian Journal of Disability Studies 8, no. 01 (May 31, 2021): 73–84. http://dx.doi.org/10.21776/ub.ijds.2021.008.01.05.

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The purpose of this study was to see the application of students with special needs in inclusive schools and their absorption of Mathematics subject matter in the SMA National Examination 2018/2019 academic year. Although, the National Examination has legally abolished, the results of the last National Examination 2018/2019 can still be used to capture students' minimum academic abilities and also for reflection in order to improve the quality of education better. The ability of students can be seen from the results of the national exam, while the absorption of mathematics can be seen from the proportion of students with special needs in inclusive schools who can correctly answer questions on the National Mathematics Exam. The population of this study were all high school level students who took the National Examination for the 2018/2019 academic year, while the research sample was all inclusive high school students who took the National Examination for the 2018/2019 academic year. The data used is secondary data, namely the SMA National Exam data for the 2018/2019 academic year. Data analysis used Excel software, and then descriptive statistical analysis was carried out. The results showed the highest score of the National Mathematics Examination for students with special needs in inclusive schools was 54.02 and the lowest was 22.69 with an average score of 39.43. The average score of Mathematics for the Science Department is 45.66 (included in the poor category), the Language Department is 40.04 (including the poor category), while the Social Science Department is 29.28 (including the low category). The highest average absorption power of Mathematics in the Science department is 30%, in the scope of Algebra material, the lowest absorption is 23% in the scope of calculus material. In the social studies department, the highest average absorption power in mathematics is 29% each for algebra and statistics, the lowest absorption rate is 18% in the scope of Geometry and Trigonometry. Meanwhile, in the Language Department, the highest average absorption is algebra 38%, the lowest is 30% in the scope of Geometry and Trigonometry. The range of values for participants with special needs is very large so it needs assistance to improve the abilities of students. The weakness of special needs students in Mathematics is the material scope of Geometry and Trigonometry.
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Hidayat, Angga, Yuliana Friska, Anita Anggraini, Moh Thoyib Syafi’i, and Ani Kusumaningsih. "PENINGKATAN KETERAMPILAN DASAR MATEMATIKA DAN BAHASA INGGRIS SEBAGAI UPAYA DALAM MENGHADAPI TANTANGAN ERA REVOLUSI INDUSTRI 5.0." Abdimisi 1, no. 1 (December 18, 2019): 55. http://dx.doi.org/10.32493/abms.v1i1.3790.

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Problems faced by students living in the Al-Kamilah foundation are a lack of ability to speak English and a lack of basic mathematical calculation skills. The service team decided to provide continuous training for 1 month. This continuity needs to be conducted to provide a deeper effect for the trainees so that the trainees can maximize the training material in preparation for facing the challenges of the industrial revolution era 5.0. Moreover, the material will be given by Pamulang university lecturers who are experienced in teaching mathematics and English. In addition, the determination of trainers is also based on the background of each trainer so that the trainer can provide teaching material in a way that is easily understood by the trainees so that the trainees can grasp concepts in mathematics and apply English speaking skills in everyday life. Provision of teaching materials continuously has not given maximum results as the service team expected. As a result, it was decided that training needs to be held longer and in-depth to have a significant influence on the mathematical and English language abilities of students who live in the Al-Kamilah foundation. Keywords:Basic Mathematic; English; Industrial Revolution 5.0
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Mataheru, Helena. "PENGEMBANGAN PERANGKAT PMR DAN PENGARUHNYA TERHADAP HASIL BELAJAR MATEMATIKA PADA SISWA KELAS VIII SMP KATOLIK AMBON." Jurnal Magister Pendidikan Matematika (JUMADIKA) 2, no. 2 (September 29, 2020): 87–95. http://dx.doi.org/10.30598/jumadikavol2iss2year2020page87-95.

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This study aimed at: 1) producing a valid learning material of realistic mathematic for flat space solid edge material at VIII grade students of SMP Katolik Ambon; 2) finding out the effect of using learning material of mathematic realistic toward learning outcome for flat space solid edge material at VIII grade students of SMP Katolik Ambon. This study was an experiment research initialized by conducting development research to produce learning material oriented to realistic mathematic learning for flat space solid edge material at VIII grade. The development process of learning material followed the procedure of Thiagarajan 4-D model of development that had been modified without dissemination. The results of learning material development with realistic mathematic learning approach were lesson plan, learning material, students’ worksheet and learning outcome test, while the experiment was used to describe the learning effectiveness with realistic mathematic learning approach and to compare learning outcome between students who followed learning process with realistic mathematic learning approach and students who learnt conventionally for flat space solid edge material. The results showed that: 1) learning material with realistic mathematic learning approach for flat space solid edge material had fulfilled the criteria which was show by good expert validation, teachers’ activity in managing learning process, students’ activity, positive responses of teachers and students toward learning material and the average percentage of students learning outcome achieving 79% of whole students in the class; 2) students learning outcome was increased based on analysis of inferential statistic, so it could be concluded that the development of learning material of realistic mathematic affected students learning outcome for flat space solid edge material at VIII grade students of SMP Katolik Ambon
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Siregar, Nella Putriyani, and Ella Andhany. "PENGARUH MODEL PEMBELAJARAN NUMBERED HEAD TOGETHER DAN REALISTICS MATHEMATIC EDUCATION TERHADAP KEMAMPUAN BERPIKIR KRITIS DAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA DI SMA NEGERI 11 MEDAN." AXIOM : Jurnal Pendidikan dan Matematika 9, no. 1 (June 29, 2020): 99. http://dx.doi.org/10.30821/axiom.v9i1.7253.

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<p class="AfiliasiCxSpFirst" align="left"><strong>Abstrak:</strong></p><p class="AfiliasiCxSpMiddle">Penelitian ini bertujuan untuk mengetahui pengaruh kemampuan berpikir kritis dan kemampuan pemecahan masalah matematis siswa yang diajar dengan model pembelajaran <em>Numbered Head Together </em>dan model pembelajaran <em>Realistics Mathematic Education </em>di kelas XI SMA Negeri 11 Medan. Penelitian ini merupakan peneltian kuantitatif dengan jenis penelitian kuasi eksperimen. Populasi penelitian ini adalah seluruh siswa kelas XI SMA Negeri 11 Medan yang terdiri dari 2 kelas dan berjumlah 60 siswa, yang juga dijadikan sampel pada penelitian ini yakni sebagai sampel jenuh. Instrumen tes yang digunakan adalah dengan tes kemampuan berpikir kritis dan tes kemampuan pemecahan masalah berbentuk uraian. Analisis data dilakukan dengan analisis vaian (ANAVA). Hasil temuan ini menunjukkan: 1) Kemampuan berpikir kritis matematika siswa yang diajar dengan menggunakan model pembelajaran <em>Numbered Head Together</em> lebih baik dari pada siswa yang diajar dengan model pembelajaran <em>Realistics Mathematic Education </em>pada materi turunan fungsi; 2)Kemampuan pemecahan masalah matematika siswa yang diajar dengan menggunakan model pembelajaran <em>Numbered Head Together</em> tidak lebih baik dari pada siswa yang diajar dengan model pembelajaran <em>Realistics Mathematic Education </em>pada materi turunan fungsi; 3) Kemampuan berpikir kritis dan pemecahan masalah matematika siswa yang diajar dengan menggunakan model pembelajaran <em>Numbered Head Together</em> lebih baik dari pada siswa yang diajar dengan model pembelajaran <em>Realistics Mathematic Education </em>pada materi turunan fungsi; 4) Terdapat interaksi yang signifikan antara model pembelajaran yang digunakan terhadap kemampuan berpikir kritis dan pemecahan masalah matematika siswa pada materi turunan fungsi. Simpulan dalam penelitian ini menjelaskan bahwa kemampuan berpikir kritis dan pemecahan masalah matematika siswa lebih sesuai diajarkan dengan Model Pembelajaran <em>Numbered Head Together</em> dari pada Model Pembelajaran <em>Realistics Mathematic Education </em>pada materi turunan fungsi<em>.</em></p><p class="AfiliasiCxSpMiddle" align="left"><strong> </strong></p><p class="AfiliasiCxSpLast" align="left"><strong>Kata Kunci</strong>:</p><p>Kemampuan Berpikir Kritis, Kemampuan Pemecahan Masalah Matematis, Model Pembelajaran <em>Numbered Head Together</em>, Model Pembelajaran <em>Realistics Mathematic Education</em></p><p> </p><p class="AfiliasiCxSpFirst" align="left"><strong><em>Abstract:</em></strong></p><p class="AfiliasiCxSpMiddle"><em>This study aims to determine the effect of critical thinking skills and mathematical problem solving abilities of students who are taught with the Numbered Head Together learning model and the Realistic Mathematic Education learning model in class XI of SMA Negeri 11 Medan. This research is a quantitative research with the type of research that is quasi experiment. The population of this study was all students of class XI of SMA Negeri 11 Medan consisting of 2 classes and totaling 60 students, who were also sampled in this study as saturated samples. The test instrument used was a critical thinking ability test and a problem solving ability test in the form of a description. Data analysis was performed by analysis of variants (ANAVA). These findings show: 1) The ability to think critically the mathematics of students taught using the Numbered Head Together learning model is better than students taught with the Realistic Mathematic Education learning model on functional derivative material; 2) The ability to solve mathematical problems of students who are taught using the Numbered Head Together learning model is no better than students who are taught with Realistic Mathematic Education learning models on functional derivative material; 3) The ability to think critically and solve mathematical problems of students taught using the Numbered Head Together learning model is better than students taught with Realistic Mathematic Education learning models on functional derivative materials; 4) There is a significant interaction between the learning models used in critical thinking skills and students' mathematical problem solving on functional derivative material. The conclusion in this study explains that the ability to think critically and solve students' mathematical problems is more suitable to be taught with the Numbered Head Together Learning Model than the Realistic Mathematic Education Learning Model on functional derivative material.</em></p><p class="AfiliasiCxSpMiddle"><em> </em></p><p class="AfiliasiCxSpLast" align="left"><strong><em>Keywords</em></strong><em>:</em></p><p><em>Critical Thinking Ability, Mathematical Problem Solving Ability, Numbered Head Together Learning Model, Realistic Mathematic Education Learning Model</em></p>
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Dissertations / Theses on the topic "Mathematic material"

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Olsson, Rebecca, Isabell Petersson, and Emilie Williamsson. "Same numbers, different standards : A minor field study of mathematic teaching in an elementary school in Thailand." Thesis, Linnéuniversitetet, Institutionen för datavetenskap, fysik och matematik, DFM, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-11912.

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The purpose of this study is to illustrate how teachers, in a private school in Thailand, organize and plan their mathematic teaching, what material they use and how the teachers challenge the students. In the background, we report briefly about Thailand and the school's history. Then a presentation follows of previous research that has been made within our chosen subject. The theories are linked to our research questions, such as mathematic teaching, mathematic material and gifted students, according to Western literature. You can also find a short summary of the curriculum for mathematics, from the government in Thailand. Trough a qualitative method five interviews with mathematic teachers and observations in their classes have been conducted and this result have been analyzed and discussed. Interview and observation guides were used with the purpose to give the respondents room to develop their reasoning with the help of our follow- up questions. Trough our interviews and observations we have come to a result that shows that the teachers organized their teaching according to a Brain based learning pattern and after the governments curriculum. The mathematic material consisted of mathematic books, laminated sticks, bars, number cards and also of computer programs. The mathematic books were not individualized but played a significant part of the teaching. The plastic material was used to concretize the mathematics. The school had the idea that separating the gifted students from the others in the group was positive for their development. The gifted students were challenged by more difficult mathematics meant for older students and had to work at a higher pace than their peers. The results can not be generalized for all schools in Thailand. When the study is relatively small, it only shows how a part of the mathematics teaching is implemented at the school where the study was conducted.
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Andersson, Marie. "Matematiksvårigheter : Hur kan pedagoger arbeta med barn som har matematiksvårigheter?" Thesis, Karlstad University, Karlstad University, Karlstad University, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-5035.

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My purpose with this examination paper has been to inquire and make a contribution with knowledge about how teachers and remedial teachers work with children who has difficulties in mathematics.

 

My specified question of issue was: How do teachers work with children who have difficulties in mathematics?

 

My methods have been to read literature and to accomplish an examination by qualitative interviews with teachers and remedial teachers. My choice of methods has been contributing of me getting a good materiel about how teachers can work with children who has difficulties in mathematics. 

The examination paper begins with the schools curriculum ”Lpo94” and definitions of difficulties in mathematics. Further the examination paper withholds charters of knowledge and capacity within mathematics, the learning process and different causes to difficulties in mathematics. Afterwards comes the primary part of the examination paper that withholds the teachers work, the educational contents, materiel and individualisation. Then comes the chapter of methods and the result of the inquire with the interview questions and answers. Afterwards comes an analyse of the inquires result and earlier research. The examination paper is completed with a discussion and a proposal to continued research.

My definitive conclusion is that teachers different work options like with elaborative materiel, solution of problems and words within mathematics, gives a better learning process and development for pupils with difficulties in mathematics. The teacher shall also adjust the educational contents too the pupils qualifications and needs.


Mitt syfte med examensarbetet har varit att undersöka och bidra med kunskap om hur lärare och speciallärare/specialpedagoger arbetar med barn som har matematiksvårigheter.

 

Min preciserade frågeställning var: Hur arbetar lärare med barn som har matematiksvårigheter?

 

Mina metoder har varit att läsa litteratur och att genomföra en undersökning som gjordes genom kvalitativa intervjuer med lärare och speciallärare. Mina metodval har bidragit till att jag fått ett bra material om hur lärare kan arbeta med barn som har matematiksvårigheter.

Examensarbetet inleds med skolan läroplan Lpo94 och definitioner av matematiksvårigheter. Vidare innehåller examensarbetet avsnitt om kunskap och förmåga inom matematik, inlärningsprocessen och olika orsaker till matematiksvårigheter. Sedan kommer examensarbetets huvudavsnitt som innehåller lärarens arbete, undervisningens innehåll, material och individualisering. Efter detta kommer metodkapitlet och resultatet av undersökningen med intervjufrågor och svar. Sedan kommer en analys av undersökningens resultat och tidigare forskning. Examensarbetet avslutas med en diskussion och förslag till fortsatt forskning.      

 

Min slutsats är att lärarens olika arbetssätt som t.ex. med laborativa material, problemlösning och begrepp inom matematiken bidrar till en bättre inlärningsprocess och utveckling hos elever som har matematiksvårigheter. Läraren ska även anpassa undervisningens innehåll till elevens förutsättningar och behov.

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Leandro, Marcele Cristian Salvan Garcia. "MATERIAL DIDÁTICO DE MATEMÁTICA PARA EaD: Especificidades, Limitações e Necessidades." UNIVERSIDADE ESTADUAL DE PONTA GROSSA, 2011. http://tede2.uepg.br/jspui/handle/prefix/1318.

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Made available in DSpace on 2017-07-21T20:31:54Z (GMT). No. of bitstreams: 1 MarceleLeandro.pdf: 1702311 bytes, checksum: 7690ff333ac782b043b8e30c8c077996 (MD5) Previous issue date: 2011-05-27
This research is the object of study of mathematics textbooks used for Distance Education (DE). This research was built having as theoretical studies on distance education and the teaching materials for distance education. The question that guides this study is defined as: what are the characteristics, needs and limitations inherent in the educational material focused on mathematics and Distance Education? Faced with this question, due the following objective: to explain the needs, limitations and specifics of Teaching Materials for Undergraduate courses in mathematics at a distance. This research was conducted in the city of Ponta Grossa / PR, with the fields of research, State University of Ponta Grossa (UEPG), characterized as a case study. In the investigation in question, this study referred to the description of the organization of the course textbook Instrumentation for the Teaching of Mathematics in Distance Education I UEPG, the activities of the platform MOODLE and files that complement the textbook, explaining what the specifics, limitations and needs of educational materials developed for distance education. As that investigation, the textbook analysis meets some needs inherent to a material written for this mode, but it shows with some limitations and resource constraints, compromising student learning. Use of MOODLE platform proved to be a necessity and an important tool for interaction and communication between teachers and students, allowing students a more active role in their education, more autonomy, promoting a more efficient construction of their learning and acquisition of their knowledge.
A presente investigação tem como objeto de estudo o material didático de matemática utilizado para a Educação a Distância (EaD). Essa pesquisa foi construída tendo como fundamentação teórica os estudos sobre EaD e sobre o Material Didático para a EaD. A questão que norteia esse estudo é definida como: quais são as especificidades, limitações e necessidades inerentes ao material didático de matemática voltado para e Educação a Distância? Diante dessa questão, decorre o seguinte objetivo: explicitar as necessidades, limitações e especificidades do Material Didático para Cursos de Licenciatura em Matemática a distância. Essa investigação foi realizada no município de Ponta Grossa/PR, tendo como campos de pesquisa a Universidade Estadual de Ponta Grossa (UEPG), caracterizando-se como um estudo de caso. Na investigação em questão, esse estudo se referiu a descrição da organização do livro didático da disciplina Instrumentação para o Ensino de Matemática I em EaD da UEPG, das atividades da plataforma MOODLE e dos arquivos que complementam o livro didático, explicitando quais as especificidades, limitações e necessidades dos materiais didáticos elaborados para Educação a Distância. Como resultados dessa investigação, o livro didático analisado cumpre algumas necessidades inerentes a um material escrito para esta modalidade, mas se mostra com algumas limitações e restrições de recursos, comprometendo a aprendizagem dos alunos. A utilização da plataforma MOODLE mostrou-se como uma necessidade e um instrumento importante para a interação e comunicação entre professores e alunos, permitindo ao aluno um papel mais ativo na sua formação, maior autonomia, promovendo uma construção mais eficiente da sua aprendizagem e aquisição do seu conhecimento
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Hellberg, Marie. "Vilket matematiskt material finns i den fria leken på förskola : vad väljer pojke respektive flicka." Thesis, Södertörns högskola, Lärarutbildningen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-14519.

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Kocak, Furkan-Sami. "Godkänt betyg i matematik 2b : Utveckling av ett utbildningsmaterial för att eleven ska klara av nationella provet." Thesis, KTH, Lärande, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-278887.

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Sverige har under flera år fått svaga resultat i matematik i flera olika internationella undersökningar. Under min VFU-erfarenhet på ett gymnasium var matematik 2b en stor utmaning där cirka 83% av alla elever som skrev nationella provet år 2019 fick betyget F. Extra anpassningar i form av ett anpassat läromedel för dessa elever ansågs vara nödvändig och ett nytt utbildningsmaterial togs fram av mig. Syftet med arbetet är att skapa ett utbildningsmaterial för matematik 2b för att eleverna ska klara nationella provet. För att uppnå syftet har gamla nationella prov analyserats och ett utbildningsmaterial har tagits fram som grundar sig på områden som kommit flest gånger på dessa nationella prov. Vidare syftar rapporten till att följa upp eleverna som använt utbildningsmaterialet. Uppföljningen sker genom att utvärdera dessa elevers motivation och självförtroende med hjälp av intervjuer samt att deras resultat på nationella prov bedöms. Motivation är en viktig faktor i matematikundervisning och kan delas in i inre och yttre motivation. Inre motivation handlar om egen drivkraft medan yttre motivation handlar om att bli belönad av en annan person och motiveras genom detta. En studie gjord i USA visar att motivation är viktigare än intelligens för att lyckas inom matematik. Det finns även starka samband mellan självförtroende och betyg inom matematik. Det utvecklade utbildningsmaterialet prövades på 15 elever som tidigare fått ett F i kursen under en 2 veckorsperiod på en sommarlovsskola. Sedan utvärderades den genom att eleverna fick uppskatta hur materialet påverkat deras motivation och självförtroende. Denna uppskattning gjordes genom kvalitativa intervjuer via google meet. Eleverna skrev även ett nationellt prov som rättades. Åtta av de femton elever som deltog i sommarlovsskolan fick ett godkänt betyg på nationella provet. Eleverna tyckte även att utbildningsmaterialet hade en positiv påverkan på deras självförtroende och motivation. Det är inte säkert hur stor del av denna positiva påverkan utbildningsmaterialet haft. Andra saker som kan ha påverkat elevernas motivation och resultat är att sommarlovsskolan bestod av en mindre elevgrupp och att det var en ny lärare som undervisade dem.
Sweden has during many years received weak results in mathematics in different international surveys. During my placement experience at a high school, I noticed that mathematics 2b was a major challenge for the high school, where approximately 83% of all students who wrote the national exam received an F in 2019. The high school considered that extra adjustments in the form of adapted teaching materials were necessary for the students with an F. Therefore I created a teaching material for those students. The purpose was to create a teaching material for mathematics 2b to enable the students to pass the national exam. The teaching material was based on previous national exams and the types of questions that had occurred most often. Motivation is an important factor in mathematics teaching. Motivation can be divided into intrinsic and external motivation. Intrinsic motivation is about self-motivation, while external motivation is about being rewarded by another person and getting motivated by this. A study conducted in the United States shows that motivation is more important than intelligence to succeed in mathematics. There is also a strong connection between self-confidence and grades in mathematics. The educational material was tested on 15 students who had received an F in the course during two weeks in the form of a summer school. The educational material was evaluated by feedback from the students based on qualitative interviews via Google meet focusing on how the material affected their motivation and self-confidence. The students also wrote a national test that was corrected. Eight of the fifteen students who attended the summer school and used the teaching material received a passing grade on the national exam. In addition to this, the students also made it clear that the teaching material had a positive impact on their self-confidence and motivation.
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Äng, Michaela. "En kvalitatativ studie av lärares syfte gällande användningen med konkret material i den tidigare matematikundervisningen." Thesis, Mittuniversitetet, Avdelningen för ämnesdidaktik och matematik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-30128.

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Denna studie handlar om hur och i vilket syfte lärare använder konkret material i sin matematikundervisning. Skolverket förespråkar idag att elever ska få möjlighet att använda sig av konkret material i undervisningen inom matematik. Forskning visar att konkret material leder till en ökad förståelse hos elever vid inlärningen av matematik. Forskare menar att det är läraren som avgör hur det konkreta materialet används samt vilken effekt det får. Detta examensarbete kommer lyfta fram lärares syn på konkret material och i vilket syfte som det används. Genom kvalitativa observationer och intervjuer med lärare från fyra olika skolor inom årskurs 1, visar resultatet att samtliga lärare har en liknande syn hur materialet bör användas men att hur lärarna använder det varieras. Utifrån de intervjuer som gjorts visar det sig att alla lärarna har en ambition att använda sig av konkret material, men under observationerna var det tre av fyra som gjorde det. I praktiken visar det sig däremot att det finns begränsningar som gör att det konkreta materialet inte används så som lärarna hade velat. Utifrån den forskningen som finns menar forskare att lärare har en avgörande faktor vilken effekt det konkreta materialet får för inlärningen hos eleverna.
This study is about how and for what purpose teachers use concrete materials in mathematics. The curriculum says that students should have the opportunity to use concrete materials in math. Research shows that concrete material leads to a better understanding for students in learning of mathematics. Researchers believe that the teacher is the important key person so the material will have the right effect. This thesis will highlight teachers' views on concrete material and the purpose for why it should be used. Through qualitative observations and interviews with teachers from four schools in grades 1, shows results that all teachers have a similar view of how it should be used, but it varies in how teachers are using it. Based on the interviews conducted, it appears that the majority of teachers have an ambition to make use of concrete materials. In practice, however, there are limitations that make the concrete material is not used so that teachers had wanted. Based on the research available is it the teacher who is the crucial factor for what effect the concrete material will have for the students learning.
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Andersson, Julia. "För- och nackdelar med olika undervisningsmaterial : En intervjustudie om undervisningsmaterial vid introduktionen av subtraktion." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, Matematikdidaktik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-30795.

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Studiens syfte är att undersöka sju lärares val av undervisningsmaterial vid introduktionen av subtraktion. Utgångspunkten i studien är taget ur livsvärldsfenomenologin, och data har samlats in genom semistrukturerade intervjuer där det kvalitativa datamaterialet sedan analyserats genom olika teman. Resultatet visar att samtliga lärare var överens om att konkret och laborativt material var att föredra vid introduktionen av subtraktion. Läroböckerna användes istället vid ett senare stadium för att hjälpa eleverna att befästa kunskaperna på en mer abstrakt nivå.
The aim of this study is to look into what teaching material seven teachers choose to use during the introduction of subtraction.The study has been inspired by life-world phenomenology, and has been conducted through semi-structured interviews, where the qualitative datasets later have been analyzed through different themes. The results show that all of the teachers agreed that concrete and laboratory materials where to prefer when introducing subtraction. The textbooks were used at a later stage to help the pupils consolidate their knowledge at a more abstract level.
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Starks, Michael E. Sr. "A Comparison of Fifth Grade Mathematics Curriculum Materials." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3682291.

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In the USA, the No Child Left Behind Act of 2001 resulted in requirements placed on school districts to show student achievement in mathematics, based on measured adequate yearly progress. This caused school districts to search for standards-based programs that improve mathematics learning. A quantitative multi-year study was used to compare the state-assessed achievement levels of 1,695 fifth-grade Midwestern children in the state of Missouri, who learned mathematics from two different curriculum-delivery programs, EveryDay Mathematics and EnVision Mathematics. A 2 by 2 by 8 research design was used through the choice of two elementary schools using EveryDay Mathematics and two different elementary schools using EnVision Mathematics, across an eight-year timeline. The dependent variable was represented by the students' scores on the mathematics portion of the standardized required state test, the Missouri Assessment Program. Student scores from 2006-2013 were collected for the four public schools in the St. Louis Metropolitan area. The schools chosen were matched to control for socio-economic level, ethnicity mix, departmentalization of content areas, extent of teacher experience, and class sizes. The four schools represented two school districts. Each district uniformly used one of the mathematics programs examined in this study, over the eight years. Results of this study could not show that either mathematics program was significantly better, as measured by student test scores on mathematics topics. Unfortunately, results also showed no overall increase in mathematics learning at these four schools over the eight year period. The study concluded that curriculum materials choice, alone, is not sufficient to insure increased fifth-grade student learning of mathematics. Variables such as the extent of teacher professional development, teacher specialization, and curriculum launch practices at schools were discussed as possible influences on the results of the study.

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Johnson, Virginia Mae. "Manipulative materials in mathematics instruction: Addressing teacher reluctance." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/636.

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Wilms, Josefine. "On the hydrodynamic permeability of foamlike media." Thesis, Link to the online version, 2006. http://hdl.handle.net/10019/1316.

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Books on the topic "Mathematic material"

1

Panteleev, Andrey, Natal'ya Savost'yanova, and Natal'ya Fedorova. Mathematical analysis. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1077332.

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The manual contains a brief statement of the course of mathematical analysis. In contrast to existing academic literature textbook starts with a Chapter on "Basic mathematics" that covers arithmetic and algebra, i.e. the essential information needed when solving problems of higher mathematics. Along with theoretical material all the sections are accompanied by a number of examples, including illustrating the geometric and economic meanings of the introduced concepts, methods and algorithms for solving mathematical, engineering and economic challenges. Given tasks for independent solving with answers. Meets the requirements of Federal state educational standards of higher education of the last generation. For students of higher educational institutions studying the discipline "Mathematical analysis" and "Higher mathematics" and receive education on the directions of science, engineering and technology, Informatics and Economics (bachelor and master). Can be used by individuals engaged in self-education.
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Multicultural mathematics materials. 2nd ed. Reston, Va: National Council of Teachers of Mathematics, 2000.

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Bowick, Mark, David Kinderlehrer, Govind Menon, and Charles Radin, eds. Mathematics and Materials. Providence, Rhode Island: American Mathematical Society, 2017. http://dx.doi.org/10.1090/pcms/023.

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Yuhno, Natal'ya. Mathematics. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1002604.

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The textbook presents: theoretical material, solved multi-level tasks on topics and practical exercises, test tasks, theoretical questions that form the communicative competence of students in independent work. Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation. It is intended for studying theoretical material and performing independent work in mathematics within the framework of the mandatory hours provided for by the work programs in the discipline PD. 01 "Mathematics: algebra, the beginning of mathematical analysis, geometry" for students of the specialties 23.02.03 "Maintenance and repair of motor transport", 13.02.11"Technical operation and maintenance of electrical and electromechanical equipment (by industry)".
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Zhukova, Galina, and Margarita Rushaylo. Mathematical analysis in examples and tasks. Part 2. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1072162.

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The purpose of the textbook is to help students to master basic concepts and research methods used in mathematical analysis. In part 2 of the proposed cycle of workshops on the following topics: analytic geometry in space; differential calculus of functions of several variables; local, conditional, global extrema of functions of several variables; multiple, curvilinear and surface integrals; elements of field theory; numerical, power series, Fourier series; applications to the analysis and solution of applied problems. These topics are studied in universities, usually in the second semester in the discipline "Mathematical analysis" or the course "Higher mathematics", "Mathematics". For the development of each topic the necessary theoretical and background material, reviewed a large number of examples with detailed analysis and solutions, the options for independent work. For self-training and quality control of the acquired knowledge in each section designed exercises and tasks with answers and guidance. It is recommended that teachers, students and graduate students studying advanced mathematics.
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Council, Northern Ireland Curriculum. Guidance materials for mathematics. Belfast: Northern Ireland Curriculum Council, 1990.

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Remillard, Janine T., and Ok-Kyeong Kim. Elementary Mathematics Curriculum Materials. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38588-0.

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Golden, Kenneth M., Geoffrey R. Grimmett, Richard D. James, Graeme W. Milton, and Pabitra N. Sen, eds. Mathematics of Multiscale Materials. New York, NY: Springer New York, 1998. http://dx.doi.org/10.1007/978-1-4612-1728-2.

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Golden, Kenneth M. Mathematics of Multiscale Materials. New York, NY: Springer New York, 1998.

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called, Gohier Urbain Degoulet. Mathematics.: Sample test materials. Hayes: SCAA, 1997.

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Book chapters on the topic "Mathematic material"

1

Andrianov, Igor V. "Mathematical Models in Pure and Applied Mathematics." In Advanced Structured Materials, 15–29. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53006-8_2.

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Amann, Herbert. "Auxiliary Material." In Monographs in Mathematics, 3–73. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11763-4_6.

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Hsu, Tim. "Background material." In Lecture Notes in Mathematics, 9–26. Berlin, Heidelberg: Springer Berlin Heidelberg, 2000. http://dx.doi.org/10.1007/bfb0103894.

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Graham, Colin C., and Kathryn E. Hare. "Background Material." In CMS Books in Mathematics, 207–22. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4614-5392-5_13.

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Farb, Benson, and R. Keith Dennis. "Background Material." In Graduate Texts in Mathematics, 3–27. New York, NY: Springer New York, 1993. http://dx.doi.org/10.1007/978-1-4612-0889-1_1.

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Aubin, Thierry. "Background material." In Graduate Studies in Mathematics, 1–18. Providence, Rhode Island: American Mathematical Society, 2000. http://dx.doi.org/10.1090/gsm/027/01.

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Akivis, Maks A., and Vladislav V. Goldberg. "Foundational Material." In CMS Books in Mathematics, 1–47. New York, NY: Springer New York, 2004. http://dx.doi.org/10.1007/0-387-21511-5_1.

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Böttcher, Albrecht, and Bernd Silbermann. "Auxiliary material." In Springer Monographs in Mathematics, 13–46. Berlin, Heidelberg: Springer Berlin Heidelberg, 1990. http://dx.doi.org/10.1007/978-3-662-02652-6_1.

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Andrews, Ben, and Christopher Hopper. "Background Material." In Lecture Notes in Mathematics, 11–47. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-16286-2_2.

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Sanders, Jan A., and Ferdinand Verhulst. "Basic Material." In Applied Mathematical Sciences, 1–8. New York, NY: Springer New York, 1985. http://dx.doi.org/10.1007/978-1-4757-4575-7_1.

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Conference papers on the topic "Mathematic material"

1

Nurillah, Desi. "Media Interactive Development in Mathematic Measurement Material in First Grade Elementary School." In 2nd Asian Education Symposium. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007305604290432.

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Sergeev, Alexander, Alexander Sergeev, Дарья Рябчук, Daria Ryabchuk, Vladimir Zhamoida, Vladimir Zhamoida, Igor Leont’ev, and Igor Leont’ev. "APPLICATION OF ONSHORE LASER SCANNING DATA FOR MATHEMATIC MODELING OF COASTAL PROFILE CHANGES." In Managing risks to coastal regions and communities in a changing world. Academus Publishing, 2017. http://dx.doi.org/10.21610/conferencearticle_58b431655d90e.

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The easternmost part of the Gulf of Finland is characterized by intense coastal processes where erosion dominates. Onshore laser scanning of a beach surface of three coastal zone segments of the Kurortny District, St. Petersburg was carried out during the process of realisation of the CliPLivE project and coastal monitoring investigated by VSEGEI and “Mineral” company. One of the goals of the CliPLivE project was a prediction of coastal evolution by 2100 year based on retrospective analysis of the last century remote sensing data. The average annual range of coastal transformation was used for the mathematic modelling of beach profile changes. The model takes into account changes of sea level and possible increase of storm events occurrence. The onshore laser scanning was carried out each summer since 2012. After series of storms in 2015 the repeated scanning was carried out in December. It gave an opportunity to calculate volume and area of redeposited sand during the last storm that shows that a part or almost all sand material from eroded foredune was deposited in a middle part of the beach. This material forms an onshore sand bar in front of a new formed erosion escarpment. The comparison of the beach relief elevation models of 2012 and 2015 shows that another part of sand (up to 30-40% of volume of all mobilized beach sand) was washed out from the beach to offshore. The data of onshore laser scanning confirmed that the mathematical model of prediction coastal changes works.
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Sergeev, Alexander, Alexander Sergeev, Дарья Рябчук, Daria Ryabchuk, Vladimir Zhamoida, Vladimir Zhamoida, Igor Leont’ev, and Igor Leont’ev. "APPLICATION OF ONSHORE LASER SCANNING DATA FOR MATHEMATIC MODELING OF COASTAL PROFILE CHANGES." In Managing risks to coastal regions and communities in a changing world. Academus Publishing, 2017. http://dx.doi.org/10.31519/conferencearticle_5b1b943d5666e6.34864386.

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The easternmost part of the Gulf of Finland is characterized by intense coastal processes where erosion dominates. Onshore laser scanning of a beach surface of three coastal zone segments of the Kurortny District, St. Petersburg was carried out during the process of realisation of the CliPLivE project and coastal monitoring investigated by VSEGEI and “Mineral” company. One of the goals of the CliPLivE project was a prediction of coastal evolution by 2100 year based on retrospective analysis of the last century remote sensing data. The average annual range of coastal transformation was used for the mathematic modelling of beach profile changes. The model takes into account changes of sea level and possible increase of storm events occurrence. The onshore laser scanning was carried out each summer since 2012. After series of storms in 2015 the repeated scanning was carried out in December. It gave an opportunity to calculate volume and area of redeposited sand during the last storm that shows that a part or almost all sand material from eroded foredune was deposited in a middle part of the beach. This material forms an onshore sand bar in front of a new formed erosion escarpment. The comparison of the beach relief elevation models of 2012 and 2015 shows that another part of sand (up to 30-40% of volume of all mobilized beach sand) was washed out from the beach to offshore. The data of onshore laser scanning confirmed that the mathematical model of prediction coastal changes works.
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Chen, Xi, Yong Shi, Sundeep Mangla, and Ming Zhang. "Modeling and Simulation of a Bio-Mimetic MEMS Actuator With Self-Sensing for Thrombus Retrieving." In ASME 2008 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2008. http://dx.doi.org/10.1115/detc2008-50076.

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A new bio-mimetic MEMS actuator device with self-sensing used for thrombus retrieving is presented. The device contains four laterally apposed triangular teeth forming a square which is inspired by the jaws of an earthworm that has radial teeth around a circular mouth. Each tooth is fixed only at the perimeter of the square and consists of several layers including piezoelectric material (PZT) layers, electrode layers (Ti/Pt) and diffusion barrier layers. Due to mismatch of thermal expansion coefficients of different layers, each of the four triangular teeth would initially curve up after the micro fabrication opening the “jaws” of the device. The teeth can then be driven to a closed position by applying an electric field to the PZT layers. The self-sensing method of the piezoelectric device is used for detecting the external force exerted by the teeth and feedback control system in this bio-mimetic MEMS actuator device. The mathematic model which can be used to calculate and control the residual stress causing the curvature of these teeth is discussed. Additionally, residual stress coupled with the piezoelectric stress and external force is also considered. The materials and thickness are optimized by using the linear model developed in this paper. Moreover, with this mathematic model and geometry of these teeth, the motion tracks driven by two different modes are simulated.
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Hayati, Istifada, Istifada Nurul Hayati, Budiyono Budiyono, and Isnandar Slamet. "Student’s Mathematics Anxiety in Solving Mathematical Problems of Logarithms Material." In Proceedings of the Mathematics, Informatics, Science, and Education International Conference (MISEIC 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/miseic-19.2019.26.

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Liang, Bingbing, Xuewei Sun, Gang Li, and Haifeng Yin. "Piping Supports Design by Analysis and Computer Program Development for NPPs." In 16th International Conference on Nuclear Engineering. ASMEDC, 2008. http://dx.doi.org/10.1115/icone16-48277.

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There are over ten thousand piping supports in a NPP. Piping supports are generally divided into two groups, one is standard and the other is non-standard. No matter to which group the support belongs, should it be proved to withstand the loads acting on it with sufficient design margin following the requirements of ASME or AISC code. With the development of the computer soft ware and hardware, we use 3D mathematic model to do stress analysis for the support. The model is a combination of linear element and nonlinear element, elastic material properties and inelastic material properties. For this composite model, we use plastic limit load analysis to determine assessment section, and use linearizing method to evaluate the section, and use simplified method to model nonlinear boundary conditions. At the end, a computer program is accomplished to perform analysis and evaluation for the supports efficiently and rapidly. The program not only can be used to establish standard support manual, but also can be used to perform analysis and evaluation for the non-standard support in the field.
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7

Olakoyejo, Olabode Thomas, Lauber Martins, Surajudeen Olanrewaju Obayopo, and Josua Petrus Meyer. "Geometric Optimisation of Conjugate Pentagonal Cooling Channels With Internal Heat Generation." In ASME 2014 12th International Conference on Nanochannels, Microchannels, and Minichannels collocated with the ASME 2014 4th Joint US-European Fluids Engineering Division Summer Meeting. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/icnmm2014-22154.

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This paper presents a three-dimensional geometric optimisation of conjugate cooling channels in forced convection with internal heat generation within the solid. Pentagonal cooling channels configuration are considered. The main objective is to optimise the configuration in such a way that the peak temperature is minimised subject to the constraint of fixed global volume of solid material. The cooling fluid is driven through the channels by the pressure difference across the channel. The elemental volume of the structure and hydraulic diameter of the cooling channel were considered as design variables. The shape of the channel is allowed to morph to determine the best configuration that gives the lowest thermal resistance. A gradient-based mathematic optimisation algorithm (Dynamic-Q) is applied in order to search for the best optimal geometric configuration that improves thermal performance by minimising thermal resistance for a wide range of dimensionless pressure difference. Results obtained show that there are unique optimal geometry for a given pressure difference. Also, the results show that the effects of dimensionless pressure drop on minimum thermal resistance and hydraulic diameter of the channel are consistent with those obtained in the open literature.
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8

Rossmann, Jenn S., Clive L. Dym, and Lori C. Bassman. "An Integrated Introduction to Engineering Mechanics: A Continuum Approach." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-69131.

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The essence of continuum mechanics, the internal response of materials to external loading, is often obscured by the complex mathematics of its formulation. Rather than introducing solid and fluid behavior as two distinct fields and waiting for an advanced course to demonstrate the mathematical connections between them, we have developed an integrated introduction to both fields. We will discuss the eight-year history of this course at Harvey Mudd and Lafayette Colleges, and the course materials we have developed. This one semester course covers material typically spread over several courses, including statics, strength of materials, and introductory fluid mechanics. We posit a spectrum of material behavior that has Hookean solids at one extreme, and Newtonian fluids at the other, with many interesting combinations (e.g. biomaterials, viscoelastic materials) in between. By building progressively from one-dimensional to higher dimension formulations, we are able to make continuum concepts such as the Cartesian stress tensor accessible to early undergraduate students. From this gradual development of ideas, with many illustrative case studies interspersed, students develop both physical intuition for how engineering materials behave, and the mathematical techniques needed to describe this behavior. We will discuss the rewards and challenges of introducing continuum mechanics early in the curriculum.
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9

Fedorov, Sergey S., Mykhailo V. Gubynskyi, Igor V. Barsukov, Mykola V. Livitan, Oleksiy G. Gogotsi, and Upendra Singh Rohatgi. "Modeling the Operation Regimes in Ultra-High Temperature Continuous Reactors." In ASME 2014 4th Joint US-European Fluids Engineering Division Summer Meeting collocated with the ASME 2014 12th International Conference on Nanochannels, Microchannels, and Minichannels. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/fedsm2014-22161.

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The main advantage of carbon material treatment in electro-thermal furnaces with fluidized bed [EFFB] at 2000–3000C is that they allow producing graphite of high chemical purity, which is especially important in manufacture of ion-lithium batteries. The team conducted extensive research into hydraulic and heat modes of such units and developed a methodology for their design based on the concept of increase in electric resistance with fluidization. The choice of the working space configuration and the operation mode of EFFB are largely determined by the specific electrical resistance [SER] of the fluidized bed. This parameter is a complex function of a number of factors: fluidization character, uniformity of the bed and the temperature, nature and size of the material fractions, current density and furnace atmosphere composition. It is vital to take into account relationships between SER, working temperature T and current density i, which eventually define electrothermal mode of the unit operation. Thus, if graphite size is d = 130μm within temperature range T = 0–2500C and current density i = 0,004–1.0 A/cm2, SER varies in reverse proportion to these parameters Statistic processing of the experimental data allowed to obtain regressive function SER = f (i, t), which we used as the basis of mathematic modeling, heat balance calculation and predicting transitory and operation modes of EFFB with 10kg/hour productivity: SER=0.01.84.711-2.,593*10-2.T-46.854*i+1.205*10-2.T*i,Ω-m′ Resulting volt-ampere characteristics (VACs) of the furnace have maximum values at constant temperature (T = const) which is explained by the non-linear character of the SER function. There exists a technological temperature limit of EFFB responsible for its stable operation. The furnace operation beyond the stability margin depends on the power source characteristics which may cause a sharp power drop or a shorting. The VAC characteristics are determined by the type of material, geometry of the furnace working space, electrode diameter, active zone height, the gap between the electrode and the lining, design of heat insulation and the cooling system. Taking these parameters into consideration, it is possible to conduct a preliminary analysis of the unit stable operation modes as early as during the design stage.
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Jihe, Chen, Zhou Ying, Jerito Pereira, Ma Yuehuan, Maximus Tamur, and Neni Hermita. "Develop Teaching Material Using Hawgent Dynamic Mathematics Software." In 2021 International Conference on Big Data Analysis and Computer Science (BDACS). IEEE, 2021. http://dx.doi.org/10.1109/bdacs53596.2021.00014.

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Reports on the topic "Mathematic material"

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Frantseva, Anastasiya. The video lectures course "Elements of Mathematical Logic" for students enrolled in the Pedagogical education direction, profile Primary education. Frantseva Anastasiya Sergeevna, April 2021. http://dx.doi.org/10.12731/frantseva.0411.14042021.

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Abstract:
The video lectures course is intended for full-time and part-time students enrolled in "Pedagogical education" direction, profile "Primary education" or "Primary education - Additional education". The course consists of four lectures on the section "Elements of Mathematical Logic" of the discipline "Theoretical Foundations of the Elementary Course in Mathematics" on the profile "Primary Education". The main lecture materials source is a textbook on mathematics for students of higher pedagogical educational institutions Stoilova L.P. (M.: Academy, 2014.464 p.). The content of the considered mathematics section is adapted to the professional needs of future primary school teachers. It is accompanied by examples of practice exercises from elementary school mathematics textbooks. The course assumes students productive learning activities, which they should carry out during the viewing. The logic’s studying contributes to the formation of the specified profile students of such professional skills as "the ability to carry out pedagogical activities for the implementation of primary general education programs", "the ability to develop methodological support for programs of primary general education." In addition, this section contributes to the formation of such universal and general professional skills as "the ability to perform searching, critical analysis and synthesis of information, to apply a systematic approach to solving the assigned tasks", "the ability to participate in the development of basic and additional educational programs, to design their individual components". The video lectures course was recorded at Irkutsk State University.
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Atzberger, Paul. Collaboratory on Mathematics for Mesoscopic Modeling of Materials (CM4). Office of Scientific and Technical Information (OSTI), November 2018. http://dx.doi.org/10.2172/1633898.

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Embid, P., and M. Baer. Mathematical analysis of a two-phase model for reactive granular material. Office of Scientific and Technical Information (OSTI), December 1989. http://dx.doi.org/10.2172/5233068.

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Katsoulakis, Markos A., and Luc Rey-Bellet. Mathematical Foundations for Uncertainty Quantification in Materials Design. Final Report. Office of Scientific and Technical Information (OSTI), November 2018. http://dx.doi.org/10.2172/1483471.

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Gunzburger, Max. Mathematical and Numerical Analyses of Peridynamics for Multiscale Materials Modeling. Office of Scientific and Technical Information (OSTI), February 2015. http://dx.doi.org/10.2172/1170396.

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Bruno, Oscar P. Mathematical Prediction of the Physical Properties of Materials and Media. Fort Belvoir, VA: Defense Technical Information Center, March 1999. http://dx.doi.org/10.21236/ada368323.

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Du, Qiang. Mathematical and Numerical Analyses of Peridynamics for Multiscale Materials Modeling. Office of Scientific and Technical Information (OSTI), November 2014. http://dx.doi.org/10.2172/1163672.

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Plechac, Petr, and Dionisios G. Vlachos. Final Technical Report: Mathematical Foundations for Uncertainty Quantification in Materials Design. Office of Scientific and Technical Information (OSTI), January 2018. http://dx.doi.org/10.2172/1417749.

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Christian Suharlim, Christian Suharlim. Mathematical model to reduce maternal and infant mortality in Southeast Asia. Experiment, November 2014. http://dx.doi.org/10.18258/4103.

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Kuchment, Peter. DEPSCoR Project Mathematical Analysis of Photonic Band-Gap Materials 1997-2000. Fort Belvoir, VA: Defense Technical Information Center, January 2000. http://dx.doi.org/10.21236/ada392750.

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