Relevant bibliographies by topics / Mathematical ability - Study and teaching

Contents

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

Academic literature on the topic 'Mathematical ability - Study and teaching'

Author: Grafiati
Published: 4 June 2021
Last updated: 14 February 2022

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Journal articles on the topic "Mathematical ability - Study and teaching"

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Yuniar, Iis, Euis Eti Rohaeti, and R. Bambang Aryan Soekisno. "IMPROVING UNDERSTANDING AND MATHEMATICAL COMMUNICATION LEVEL AND STUDY LEARNING WITH RECIPROCAL TEACHING APPROACH." (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING 1, no. 2 (2018): 136. http://dx.doi.org/10.22460/jiml.v1i2.p136-142.

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This research is to analyze and analyze the improvement and achievement of students' understanding and communication ability and the independence of junior high school students learning using Reciprocal Teaching approach compared to using ordinary learning. The population in this study is the seventh-grade students of SMP in one school in Bandung. The sample of the experimental class and the control class. The method used in this research is quasi-experiment. Data processing of communication skills and mathematical understanding using a t-test, two-lane ANOVA, and linear regression. The result
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Kadarwati, Sri, and Nining Sulistyaningsih. "IMPLEMENTASI STRATEGI THINK-TALK-WRITE (TTW) PADA PEMBELAJARAN MENULIS DAN PEMAHAMAN MATEMATIS." Jurnal Pendidikan 10, no. 2 (2009): 57–66. http://dx.doi.org/10.33830/jp.v10i2.609.2009.

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 This study examines whether students' ability in mathematical writing and understanding gained from teaching through "think talk write' strategy is better than students' ability gained from conventional one.; This study also examines students' ability in mathematical writing and understanding from gender aspects. Using quantitative design, data was taken through documentary study, questioner sheets and observation. Data was analyzed using two ways ANOVA. Result shows: a) the ability of students in mathematical writing and understanding gained from conventional one; b) the ability
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Rohimat, Aang, and Rosalina Rolina. "APPLICATION RECIPROCAL TEACHING IN BUILDING OF STUDENTS' MATHEMATICAL CONNECTIONS ABILITY." Journal Of Educational Experts (JEE) 1, no. 1 (2018): 45. http://dx.doi.org/10.30740/jee.v1i1p45-50.

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This research is motivated by the lack of connection capabilities junior high school students in Bandung West. This study will examine the achievement of matemati connection capabilities of students usinglearning reciprocalteaching with the usual approach. The method used is an experimental method to design pretest-posttest control group, ie design involving at least two groups and randomly sampling classes. At the beginning and end of the study both classes were given the test. The population in this sample is the entire junior high school students in Bandung West whose characteristics have a
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Kurniati, Kurniati, Yaya S. Kusumah, Jozua Sabandar, and Tatang Herman. "MATHEMATICAL CRITICAL THINKING ABILITY THROUGH CONTEXTUAL TEACHING AND LEARNING APPROACH." Journal on Mathematics Education 6, no. 1 (2015): 53–62. http://dx.doi.org/10.22342/jme.6.1.1901.53-62.

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This research aimed to examine the effect of the application of contextual teaching and learning (CTL) approach to the enhance of mathematical critical thinking ability (MCTA) of Primary School Teacher Students (PSTS). This research is an experimental study with the population of all students PSTS who took algebra subject matter of one university in the city of Bogor. The results showed: (1) the increase of MCTA of student who receive CTL better than students who receive TTL; (2) There are differences in the increase MCTA between students in groups of high MPA, medium MPA, and low MPA, both
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Afgani, Muhammad Win, Didi Suryadi, and Jarnawi Afgani Dahlan. "The enhancement of pre-service mathematics teachers’ mathematical understanding ability through ACE teaching cyclic." Journal of Technology and Science Education 9, no. 2 (2019): 153. http://dx.doi.org/10.3926/jotse.441.

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The aim of this study was to investigate the enhancement of the mathematical understanding ability of pre-service mathematics teachers through Activity-Class Discussion-Exercise (ACE) teaching cyclic based on APOS theory. This study used a quasi-experiment method with non-equivalent pre-post test control group design. The subjects of this study were 120 pre-service mathematics teachers from two universities in Palembang, Indonesia. The subjects were divided into two class, that is, experiment and control class. Experiment class was a class that is applied ADE teaching cyclic based on APOS theo
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Aleslami, Ibnu Raash, Ani Minarni, and KMS M. Amin Fauzi. "Development of Mathematics Teaching Materials Based on the Realistic Mathematics Approach (PMR) to Improve the Mathematical Reasoning and Representation Ability of Class VII Students of SMP Muhammadiyah 47 Medan Sunggal." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 4, no. 1 (2021): 252–64. http://dx.doi.org/10.33258/birle.v4i1.1582.

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This study aims to analyze the validity and effectiveness of teaching materials developed based on a realistic mathematical approach in improving students 'mathematical reasoning and representation abilities, to analyze the increase in students' reasoning skills and mathematical representation abilities taught using teaching materials based on realistic mathematical approaches. The data were obtained through the validation sheet of teaching materials, observation sheets, student response questionnaires, mathematical reasoning ability test instruments and mathematical representation ability tes
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Haswati, Desty, and Dian Nopitasari. "Implementasi Bahan Ajar Persamaan Diferensial dengan Metode Guided Discovery Berbantuan Software Mathematica untuk Meningkatkan Pemahaman Konsep." Jurnal Gantang 4, no. 2 (2019): 97–102. http://dx.doi.org/10.31629/jg.v4i2.1358.

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This study aims to examine the increase in student’s mathematical conceptual understanding ability using differential equation teaching materials using Guided Discovery assisted by Mathematica software. This study is a quasi-experimental with pretest posttest Control Group Design. The research subjects were the sixth semester students of Mathematics Education Study Program, Muhammadiyah University of Tangerang, with a sample of as many as two classes selected by simple random sampling technique. The experimental class uses differential equation teaching materials with the Guided Discovery meth
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Kurnia, Ibnu Rizal, Lilik Ariyanto, and Sutrisno Sutrisno. "Pengaruh Model Pembelajaran CTL Ditinjau dari Motivasi Siswa terhadap Kemampuan Pemahaman Konsep Matematis Kelas VII." Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran 13, no. 1 (2019): 29. http://dx.doi.org/10.26877/mpp.v13i1.5086.

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This research is motivated by the importance of the ability to understand students' mathematical concepts. Alternative learning to improve these abilities is a learning model of contextual teaching and learning. The purpose of this study was to determine the effect of contextual teaching and learning on the ability to understand mathematical concepts in terms of student motivation. The research design used in this study is Quasi Experimental Design with factorial 2 × 3. Sampling using Cluster Random Sampling technique. The population in this study were all seventh grade students in Bawang 1 St
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Darmani, Jamroni Wibi, and Achi Renaldi. "Analisis Kemampuan Pemecahan Masalah Matematis : Dampak Model Pembelajaran Reciprocal Teaching Dengan Fieldtrip." Desimal: Jurnal Matematika 1, no. 3 (2018): 373–80. http://dx.doi.org/10.24042/djm.v1i3.3108.

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Students' mathematical problem solving ability is very important. But the results of the observation and supported by several studies of students' mathematical problem solving abilities are still very low. It is suspected that reciprocal teaching learning model with the help of tripships can improve students' mathematical problem solving abilities. This study aims to determine the effect of using reciprocal teaching models with fieldtrips on students' mathematical problem solving abilities. The sampling technique used was cluster random sampling with 2 classes, namely experimental class (the c
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Jamilah, Jamilah, and Syarifah Fadillah. "PENGGUNAAN BAHAN AJAR STRUKTUR ALJABAR UNTUK MENINGKATKAN KEMAMPUAN PEMBUKTIAN MATEMATIS PADA MAHASISWA IKIP PGRI PONTIANAK." Jurnal Pendidikan Matematika dan IPA 8, no. 2 (2017): 60. http://dx.doi.org/10.26418/jpmipa.v8i2.21178.

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This study aims to know the effect of teaching and learning using Algebraic Stucture materials based on mathematical proof to improve mathematical proof ability. The type of this study is experimental method with One Shot Case Study design. Population in this study is students of 6th semester in Departement of Mathematics Education and sample is students in class A and B which are consist of 83 students. The results show that teaching and learning using Algebraic Structure materials based on mathematical proof can improve mathematical proof ability with 16Z0bs=9,74>1,645=Z0,05"> . Th
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Dissertations / Theses on the topic "Mathematical ability - Study and teaching"

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Jacobs, Mark Solomon. "A description of entry level tertiary students' mathematical achievement: towards an analysis of student texts." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5279_1190371690.

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<p>This research provided insights into the mathematical achievement of a cohort of tertiary mathematics students. The context for the study was an entry level mathematics course, set in an engineering programme at a tertiary institution, the Cape Peninsula University of Technology (CPUT). This study investigated the possibilities of providing a bridge between the assessment of students by means of tests scores and a taxonomy of mathematical objectives, on the one hand, and the critical analysis of student produced texts, on the other hand. This research revealed that even in cases of wrong so
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Lubasi, Justin Mwandamena. "Investigating how a peer teaching programme could shape the mathematical experience of the participating tutors." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017350.

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This case study, involving six Grade 10 learners, investigates how a peer tutoring programme could shape the mathematical experience and disposition of the participating tutors. The study is grounded in an interpretive paradigm and data was collected in four sequential phases. The Mathematics Dispositional Functions Inventory (MDFI) instrument was completed by the tutors prior to commencement of the tutoring programme. The tutoring sessions then took place over a three week period during which time each tutor kept a reflective journal. Semi-structured interviews were then conducted, after whic
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Kim, Sun Hi. "Preferred contexts for mathematical literacy of Korean grade 8-10 learners." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&amp.

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The twenty-first century society demands a high level of mathematical literacy. This drove Korean educators to evaluate their students using international mathematics tests such as TIMSS, PISA and IMO. In these tests, Korean students ranked highly among the participating countries. Korean students, however, had done poorly in the application of mathematics in daily life situations as well as in their interest in mathematics in comparison to those of other countries. Based on these observations, the present study was an investigation on the contexts which Korean grade 8 to 10 students would pre
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Meyer, Bronwin Colleen. "The equal sign: Teachers’ specialised content knowledge and Learners’ misconceptions." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2369.

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Thesis (MEd (Education))--Cape Peninsula University of Technology, 2016.<br>Numerical and algebraic equations require understanding of the equal sign as an equivalence relation. Teachers and learners, however, often have an operational, rather than a relational, understanding of the equal sign. This conception is viewed as a misconception. This study investigates the extent to which Grade 6 learners at a particular school have this and other misconceptions regarding equality, with the equal sign as focus. It also investigates this school’s Grade 1 to 6 teachers’ specialised content k
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Penlington, Thomas Helm. "Exploring learners' mathematical understanding through an analysis of their solution strategies." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1007642.

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The purpose of this study is to investigate various solution strategies employed by Grade 7 learners and their teachers when solving a given set of mathematical tasks. This study is oriented in an interpretive paradigm and is characterised by qualitative methods. The research, set in nine schools in the Eastern Cape, was carried out with nine learners and their mathematics teachers and was designed around two phases. The research tools consisted of a set of 12 tasks that were modelled after the Third International Mathematics and Science Study (TIMSS), and a process of clinical interviews that
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Cheng, Sze-man, and 鄭仕文. "Catering for differences in mathematical ability: the cases in Shanghai and Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962464.

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Roelofse, Rosina Catherina. "Teachers' attributions and beliefs about girls, boys and mathematics : a comparative study based on 40 Afrikaans-speaking secondary mathematics teachers in the Western Cape." Master's thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/17552.

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Bibliography: pages 75-82.<br>This dissertation is concerned with teachers' beliefs regarding boys, girls and mathematics. The present study is a partial replication of a study conducted by Fennema et al (1990) and the results are compared. The present study extended the work of Fennema et al (1990) through an exploration of the structure of the data. Forty female teachers in the Western Cape region were interviewed. They were asked to identify their two most and least successful boys and girls in mathematics and to attribute causation for success and failure. They _were also asked to respond
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Wong, Tin-yau, and 王天佑. "The roles of the approximate number system and number-numerosity mapping on the mathematics achievement in normally- and low-achieving children and children with mathematics learning disability." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/207200.

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Humans are born with a basic sense of number. This number sense, which is now called the Approximate Number System (ANS), allows us to represent numerosity without the use of symbols. There has been a debate on whether this nonsymbolic ANS contributes to our symbolic mathematics skills, and the recent findings are inclined to support the link between the two. However, what remains unclear is the mechanism underlying the relationship between the ANS and our mathematics skills, and whether children with Mathematics Learning Disabilities (MLD) suffer from a defective ANS. The present thesis aimed
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Tyner, Cynthia A. "Effects of developmental instruction on the whole number computational abilities and mathematical attitudes of kindergarten children." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1027090.

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The purpose of the study was to examine the effects of developmental instruction on the whole number computational abilities and mathematical attitudes of kindergarten children. Gender differences in mathematical achievement and attitudes were also explored.Ten traditional mathematics lessons were adapted by the researcher from the adopted mathematic program for the school system, Heath Mathematics, Connections, (Mangre, et al., 1992). Ten developmental mathematics lessons were created by the researcher following the guidelines of the NCTM Standards (1989) promoting the notion of a development
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Cronk, Carol Elizabeth. "Effects of mathematics professional development on growth in teacher mathematical content knowledge." CSUSB ScholarWorks, 2012. https://scholarworks.lib.csusb.edu/etd-project/139.

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The purpose of this project was to determine if there was a correlation between teachers' scores on fractions items on project assessments and the percentage of participation time in professional development activities.
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Books on the topic "Mathematical ability - Study and teaching"

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Teaching-learning strategies and mathematical creativity. Mittal Publications, 1988.

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Rowland, Tim. Mathematical Knowledge in Teaching. Springer Science+Business Media B.V., 2011.

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Walton, K. M. (Kathleen M.), ed. Teaching numeracy: 9 critical habits to ignite mathematical thinking. Corwin Press, 2011.

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Kennard, Roy. Teaching mathematically able children. NACE, 1996.

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National Association for Able Children in Education., ed. Teaching mathematically able children. 2nd ed. David Fulton in association with the National Association for Able Children in Education, 2001.

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Mathematical subjects: Children talk about their mathematics lives. Springer, 2009.

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Kober, Nancy. Edtalk: What we know about mathematics teaching and learning. Council for Educational Development and Research ; distributed by North Central Regional Educational Laboratory, 1990.

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C, Martinez Nancy, ed. Teaching mathematics in elementary and middle school: Developing mathematical thinking. Pearson Merrill Prentice Hall, 2007.

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Dossey, John A. The mathematics report card: Are we measuring up? : trends and achievement based on the 1986 national assessment. National Assessment of Educational Progress, Educational Testing Service, 1988.

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Jibun de kangaeru chikara o tsukeru sansū no hon. Nihon Keizai Shinbunsha, 2002.

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Book chapters on the topic "Mathematical ability - Study and teaching"

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Davis, Philip J., Reuben Hersh, and Elena Anne Marchisotto. "Teaching and Learning." In The Mathematical Experience, Study Edition. Birkhäuser Boston, 2011. http://dx.doi.org/10.1007/978-0-8176-8295-8_6.

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Corcoran, Dolores, and Sandy Pepperell. "Learning to Teach Mathematics Using Lesson Study." In Mathematical Knowledge in Teaching. Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9766-8_13.

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Li, Xia, Tingting Wang, and Yingchun Liu. "The Empirical Study of Firm’s Social Capital and Technology Innovation Ability." In Advanced Technology in Teaching. Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-29458-7_2.

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Ambrus, András, and Krisztina Barczi-Veres. "Teaching Mathematical Problem Solving in Hungary for Students Who Have Average Ability in Mathematics." In Posing and Solving Mathematical Problems. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-28023-3_9.

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Wang, Xiaoying. "Study on Students’ Translation Ability Development in College English Teaching." In Advances in Intelligent and Soft Computing. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24775-0_32.

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Villa-Ochoa, Jhony Alexander, and Mario J. Berrío. "Mathematical Modelling and Culture: An Empirical Study." In International Perspectives on the Teaching and Learning of Mathematical Modelling. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-18272-8_19.

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Ye, Qixiao. "Incorporating the Ideas and Methods of Mathematical Modeling into Calculus Teaching." In New ICMI Study Series. Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-02270-3_39.

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Ortiz, José, and Aldora Dos Santos. "Mathematical Modelling in Secondary Education: A Case Study." In International Perspectives on the Teaching and Learning of Mathematical Modelling. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0910-2_14.

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Batanero, Carmen, Egan J. Chernoff, Joachim Engel, Hollylynne Stohl Lee, and Ernesto Sánchez. "Topic Study Group No. 14: Teaching Learning of Probability." 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_41.

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Olfos, Raimundo, and Masami Isoda. "Teaching the Multiplication Table and Its Properties for Learning How to Learn." In Teaching Multiplication with Lesson Study. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_6.

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AbstractWhy do the Japanese traditionally introduce multiplication up to the multiplication table in the second grade? There are four possible reasons. The first reason is that it is possible to teach. The second reason is that Japanese teachers plan the teaching sequence to teach the multiplication table as an opportunity to teach learning how to learn. The third reason is that memorizing the table itself has been recognized as a cultural practice. The fourth reason is to develop the sense of wonder with appreciation of its reasonableness. The second and the fourth reasons are discussed in Chap. 10.1007/978-3-030-28561-6_1 of this book as “learning how to learn” and “developing students who learn mathematics by and for themselves in relation to mathematical values, attitudes, ways of thinking, and ideas.” This chapter describes these four reasons in this order to illustrate the Japanese meaning of teaching content by explaining how the multiplication table and its properties are taught under the aims of mathematics education. In Chap. 10.1007/978-3-030-28561-6_1, these were described by the three pillars: human character formation for mathematical values and attitudes, mathematical thinking and ideas, and mathematical knowledge and skills.
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Conference papers on the topic "Mathematical ability - Study and teaching"

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Wang Jianfang. "The study on mathematical modeling teaching method for application ability training." In 2011 International Conference on Computer Science and Network Technology (ICCSNT). IEEE, 2011. http://dx.doi.org/10.1109/iccsnt.2011.6182196.

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

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Although many studies investigate mathematical literacy, there is no consensus on the meaning of the term. The aim of this study is to investigate the concept of mathematical literacy of future teachers. The data are collected by semi-structured interview with thirteen Teacher Education Faculty students. The concept of mathematical literacy can be placed in four categories: 1) the knowledge and ability to communicate in mathematical language; 2) the conceptual understanding of concepts, contents and procedures; 3) the application of mathematics in everyday life; 4) the use of mathematical-logi
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Urban, Maria, and Daina Vasilevska. "“Conflict of Goals” as a Barrier for Effective Use of Visual Models in Primary Math Education." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.025.

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The formation of the ability to solve non-trivial life problems is one of the tasks of school education in the context of achieving sustainable development goals. In the process of teaching mathematics, one of the most effective ways to find solutions to problems is modelling – a teaching method that not only helps students to consciously assimilate mathematical content, but also forms the basis for selfstudy throughout life. Visual models, which reflect the essential characteristics of mathematical concepts by pictorial means, play a special role in the process of initial teaching of mathemat
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Shih, Shu Chuan, Hao Yu Tsai, and Mei Ling Chen. "THE EFFECT OF A ONE-ON-ONE DIALOGUE-BASED MATHEMATICAL INTELLIGENT TUTORING SYSTEM FOR LEARNING EQUIVALENT FRACTION." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end077.

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The purposes of this study are to develop a one-on-one dialogue-based mathematical intelligent tutoring system (ITS) for learning equivalent fraction in the 4th grade math, and evaluate its learning effect. The system used the course content and dialogue script designed by the math teaching experts in advance, and a computer agent teacher asked questions based on the course script. After the student answered, the system was able to identify the error pattern and misconception according to the student's response, then provided each student with adaptive teaching guidance or feedback. Students c
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Laiton, Ignacio. "Thinking Skills in Problem Solving: Pre-Knowledges." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9342.

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The present article shows the results of a study aimed at evaluating the way in which physics students of first semesters use the thinking skills in problem solving. We speak of pre-knowledge in terms of prior theoretical knowledge of an area of ​​knowledge, in this case it is about identifying pre-knowledge in the case of thinking skills for students who have recently entered higher education. At present, the teaching of thinking skills is considered one of the main characteristics of education for the 21st century. An instrument of ten problems submitted to expert judgment was designed to be
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Asmara, Wanti, Lia Waroka, Eka Novrianti Prana Putri, Detty Syefriyani, Tanti Novita, and Saleh Haji. "Using Teaching Materials Outdoor Learning to Improve Mathematical Problem Solving Ability." In Proceedings of the International Conference on Educational Sciences and Teacher Profession (ICETeP 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icetep-18.2019.51.

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Zhang, Li. "How to cultivate students� application ability in teaching probability and mathematical statistics." In 2014 2nd International Conference on Education Technology and Information System (ICETIS 2014). Atlantis Press, 2014. http://dx.doi.org/10.2991/icetis-14.2014.95.

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Wen, Yanrong. "Teaching Research on Mathematical Expressive Ability in the View of Core Literacy." In Proceedings of the 2019 4th International Conference on Humanities Science and Society Development (ICHSSD 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/ichssd-19.2019.43.

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Mao, Yuanfu. "Practice and Reflection on Cultivating Students' Innovative Ability in Mathematical Modeling Teaching." In 7th International Conference on Education, Management, Information and Mechanical Engineering (EMIM 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/emim-17.2017.359.

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Kuchumov, Dmitry, and Galina Yamaletdinova. "Health Surveillance in Female Students Practicing Martial Arts." In The Public/Private in Modern Civilization, the 22nd Russian Scientific-Practical Conference (with international participation) (Yekaterinburg, April 16-17, 2020). Liberal Arts University – University for Humanities, Yekaterinburg, 2020. http://dx.doi.org/10.35853/ufh-public/private-2020-68.

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In the modern world, health is ranked among the most significant human life values at any age. Young students are in a period of social and physiological maturity and are at high risk of health problems. Therefore, this article examines the matter of health preservation and improvement in female students in the course of their physical education at higher education facilities. The main goal is to investigate trends in health indicators of female students in the process of educational and training sessions in Kudo (full-contact hand-to-hand combat). We planned to highlight that martial arts are
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Reports on the topic "Mathematical ability - Study and teaching"

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Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, 2020. http://dx.doi.org/10.52012/tyob9090.

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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden
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