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Relevant bibliographies by topics / Mathematics-Geometry

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Academic literature on the topic 'Mathematics-Geometry'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 January 2023

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Journal articles on the topic "Mathematics-Geometry"

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Terc, Michael. "Coordinate Geometry—Art and Mathematics." Arithmetic Teacher 33, no. 2 (October 1985): 22–24. http://dx.doi.org/10.5951/at.33.2.0022.

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Our sutudents cry for self-expression, for a chance to see mathematics in action. Frequently, however, the structure of mathematics does not lend itself to individual style or variation. Problem solving can tend to be dull and monotonous rather than exciting and stimulating.

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Nyangeni, Nosisa P., and Michael J. Glencross. "Sex Differences in Mathematics Achievement and Attitude toward Mathematics." Psychological Reports 80, no. 2 (April 1997): 603–8. http://dx.doi.org/10.2466/pr0.1997.80.2.603.

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In a study of sex differences in mathematics achievement and attitude toward mathematics, a sample of 278 Standard 10 (Grade 12) students (95 boys and 183 girls) from seven senior secondary schools in the Umtata district of Transkei, South Africa, wrote tests in algebra and geometry and completed an attitude questionnaire. Analysis showed no significant difference between the mean scores of boys and girls in algebra but a significant difference between scores in geometry, with the mean score of boys being greater than that of girls. There was no significant difference between the mean scores of boys and girls on the Attitude Toward Mathematics scale, although boys had a significantly more positive Attitude Toward Geometry than girls. Significant low correlations were found between scores on Attitudes Toward Mathematics and scores in mathematics and between scores on Attitudes Toward Geometry and scores in geometry.

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Zheng, Tingyao. "Do Mathematics with Interactive Geometry Software." Mathematics Teacher 95, no. 7 (October 2002): 492–97. http://dx.doi.org/10.5951/mt.95.7.0492.

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Many people agree that the main objective of mathematics education is to teach students to think critically and to do mathematics as mathematicians do. The National Council of Teachers of Mathematics (2000) points out that for school mathematics programs to create autonomous learners, students should be challenged with appropriately chosen tasks. Students will then become confident in their ability to tackle difficult problems and become reflective in their thinking and learning.

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Zheng, Tingyao. "Do Mathematics with Interactive Geometry Software." Mathematics Teacher 95, no. 7 (October 2002): 492–97. http://dx.doi.org/10.5951/mt.95.7.0492.

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Many people agree that the main objective of mathematics education is to teach students to think critically and to do mathematics as mathematicians do. The National Council of Teachers of Mathematics (2000) points out that for school mathematics programs to create autonomous learners, students should be challenged with appropriately chosen tasks. Students will then become confident in their ability to tackle difficult problems and become reflective in their thinking and learning.

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Iyengar, Mukunda Kalpana. "Bharatanatyam and Mathematics: Teaching Geometry Through Dance." Journal of Fine and Studio Art 5, no. 2 (October 31, 2015): 6–17. http://dx.doi.org/10.5897/jfsa2015.0031.

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Ede, J. D., and E. C. Zeeman. "Royal Institution Mathematics Masterclass: Geometry and Perspective." Mathematical Gazette 73, no. 463 (March 1989): 51. http://dx.doi.org/10.2307/3618215.

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Bright, George W. "Teaching Mathematics with Technology: Logo and Geometry." Arithmetic Teacher 36, no. 5 (January 1989): 32–34. http://dx.doi.org/10.5951/at.36.5.0032.

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Interest in teaching geometry through Logo graphics is increasing. It seems reasonable to expect that geometry understandings will improve through exposure to such a visual environment, but the research has not given clear-cut evidence that the improvement is automatic. However, in two recent studies (Kelly, Kelly, and Miller 1986–87; Noss 1987) Logo showed a possible advantage in improving students' understanding of selected geometric concepts. This month's activities illustrate a way that teachers can give students explicit help in focusing on important geometric ideas.

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Djokic, Olivera. "Realistic mathematics education in initial geometry teaching." Inovacije u nastavi 27, no. 2 (2014): 7–21. http://dx.doi.org/10.5937/inovacije1402007d.

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Libow, Herb. "Explorations in Geometry: The “Art” of Mathematics." Mathematics Teacher 90, no. 5 (May 1997): 340–42. http://dx.doi.org/10.5951/mt.90.5.0340.

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We often pose a mathematical situation, concept, or theorem and do not proceed to explore it fully. We do not experience the thrill of chasing our intuitions, the excitement of meeting the unexpected, the uplift of clarifying ideas, the feeling of enlightenment and pride upon discovering something new to us, and the rush of succinctly capturing the essence of complexity. In short, we miss the artistic experience in one of our great arts—mathematics.

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Moyer, Todd O. "Non-Geometry Mathematics and The Geometer's Sketchpad." Mathematics Teacher 99, no. 7 (March 2006): 490–95. http://dx.doi.org/10.5951/mt.99.7.0490.

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The Geometer's Sketchpad (GSP) is a well-known interactive geometry software package. Its usefulness in geometry instruction has been well researched (Choi-Koh 1999; Dixon 1997; Groman 1996; Lester 1996; Moyer 2003; Weaver and Quinn 1999). Finzer and Jackiw (1998) recommend the use of GSP as the dynamic manipulative for geometric concepts. GSP allows students to construct a figure, to perform measurements of lengths and angles, and then to “click and drag” any part or parts of that figure to look for change.

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Dissertations / Theses on the topic "Mathematics-Geometry"

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Ho, Chiu-chi. "The use of computer software in geometry learning." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20135944.

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Le, Tuan Anh. "Applying realistic mathematics education in Vietnam teaching middle school geometry /." [S.l.] : [s.n.], 2007. http://opus.kobv.de/ubp/volltexte/2007/1348.

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Le, Tuan Anh. "Applying realistic mathematics education in Vietnam : teaching middle school geometry." Phd thesis, Universität Potsdam, 2006. http://opus.kobv.de/ubp/volltexte/2007/1348/.

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Since 1971, the Freudenthal Institute has developed an approach to mathematics education named Realistic Mathematics Education (RME). The philosophy of RME is based on Hans Freudenthal’s concept of ‘mathematics as a human activity’. Prof. Hans Freudenthal (1905-1990), a mathematician and educator, believes that ‘ready-made mathematics’ should not be taught in school. By contrast, he urges that students should be offered ‘realistic situations’ so that they can rediscover from informal to formal mathematics. Although mathematics education in Vietnam has some achievements, it still encounters several challenges. Recently, the reform of teaching methods has become an urgent task in Vietnam. It appears that Vietnamese mathematics education lacks necessary theoretical frameworks. At first sight, the philosophy of RME is suitable for the orientation of the teaching method reform in Vietnam. However, the potential of RME for mathematics education as well as the ability of applying RME to teaching mathematics is still questionable in Vietnam. The primary aim of this dissertation is to research into abilities of applying RME to teaching and learning mathematics in Vietnam and to answer the question “how could RME enrich Vietnamese mathematics education?”. This research will emphasize teaching geometry in Vietnamese middle school. More specifically, the dissertation will implement the following research tasks: • Analyzing the characteristics of Vietnamese mathematics education in the ‘reformed’ period (from the early 1980s to the early 2000s) and at present; • Implementing a survey of 152 middle school teachers’ ideas from several Vietnamese provinces and cities about Vietnamese mathematics education; • Analyzing RME, including Freudenthal’s viewpoints for RME and the characteristics of RME; • Discussing how to design RME-based lessons and how to apply these lessons to teaching and learning in Vietnam; • Experimenting RME-based lessons in a Vietnamese middle school; • Analyzing the feedback from the students’ worksheets and the teachers’ reports, including the potentials of RME-based lessons for Vietnamese middle school and the difficulties the teachers and their students encountered with RME-based lessons; • Discussing proposals for applying RME-based lessons to teaching and learning mathematics in Vietnam, including making suggestions for teachers who will apply these lessons to their teaching and designing courses for in-service teachers and teachers-in training. This research reveals that although teachers and students may encounter some obstacles while teaching and learning with RME-based lesson, RME could become a potential approach for mathematics education and could be effectively applied to teaching and learning mathematics in Vietnamese school.
Seit 1971 wurde an dem renommierten Freudenthal Institut in Utrecht ein als Realistic Mathematics Education (RME) bezeichneter mathematikdidaktischer Ansatz entwickelt. Die Philosophie von RME beruht auf Hans Freudenthals Auffassung von Mathematik als menschlicher Aktivität. Der Mathematiker und Didaktiker Prof. Hans Freudenthal (1905 – 1990) plädierte dafür, dass Mathematik an den Schulen nicht als Fertigprodukt unterrichtet werden sollte. Im Gegensatz dazu forderte er, den Schülern an ‚realistischen’ Situationen nicht-formale und formale Mathematik wieder entdecken zu lassen. Obwohl die mathematische Schulbildung in Vietnam in den letzten Jahrzehnten schon einige Fortschritte gemacht hat, steht sie noch vor großen Herausforderungen. Derzeit ist die Reform der Unterrichtsmethoden eine dringliche Aufgabe in Vietnam. Augenscheinlich ermangelt es der Mathematikdidaktik in Vietnam an dem dazu notwendigen theoretischen Rahmen. Die Philosophie von RME eignet sich grundsätzlich als Orientierung für die Reform der Unterrichtsmethoden in Vietnam. Allerdings ist die Potenz von RME für die mathematische Schulbildung in Vietnam und die Möglichkeiten, RME im Mathematikunterricht anzuwenden, noch zu klären. Das Hauptziel dieser Arbeit war zu erforschen, wie RME beim Mathematik-Lernen und -Lehren in Vietnam eingesetzt werden kann und die Frage zu beantworten: Wie kann RME den Mathematikunterricht in Vietnam bereichern? Dazu wurde insbesondere der Geometrieunterricht in der Sekundarstufe I betrachtet. Im Einzelnen beinhaltet die Untersuchung: • eine Analyse der vietnamesischen Mathematikdidaktik in der ‘Reformperiode’ (etwa von 1980 bis 2000) • die Konzeption, Durchführung und Auswertung einer Befragung von 152 Mittelschullehrern aus verschiedenen vietnamesischen Provinzen und Städten zum Mathematikunterricht in Vietnam • eine Analyse von RME einschließlich der Freudenthalschen Sicht von RME und der Charakteristika von RME • die Diskussion, wie man RME-basierten Unterrichtseinheiten gestalten und diese in den Mathematikunterricht in Vietnam integrieren kann • Test solcher Einheiten in vietnamesischen Mittelschulen • Analyse der Rückmeldungen anhand der Schülerarbeitsblätter und der Lehrerberichte • Diskussion der Chancen und Probleme von RME-basierten Unterrichtseinheiten im Geometrieunterricht vietnamesischer Mittelschulen • Diskussion von Vorschläge zur Entwicklung und zum Einsatz RME- basierter Unterrichtseinheiten in Vietnam, einschließlich von Hinweisen für Lehrende und der Konzeption von Ausbildungs- und Fortbildungskursen zu RME Die Untersuchung zeigt, dass – obwohl Lehrer wie Schüler zunächst einige Hindernisse beim Lehren und Lernen mit RME- basierten Unterrichtseinheiten zu bewältigen haben werden – RME ein mächtiger mathematikdidaktischer Ansatz ist, der wirkungsvoll im Lehren und Lernen von Mathematik in vietnamesischen Schulen angewandt werden kann.

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Snead, Cynthia. "Development of computer graphics materials for teaching topics in informal geometry to high school remedial mathematics classes /." Access Digital Full Text version, 1987. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10779334.

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Porter, Leon K. "Critical reflective thinking in Euclidean geometry for grade nine mathematics students /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0001/MQ42423.pdf.

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Strassfeld, Brenda Carol. "An investigation about high school mathematics teachers' beliefs about teaching geometry." Thesis, University of Plymouth, 2008. http://hdl.handle.net/10026.1/1701.

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There continues to exist a dilemma about how, why and when geometry should be taught. The aim of this study was to examine high school mathematics teachers' beliefs about geometry and its teaching with respect to its role in the curriculum, the uses of manipulatives and dynamic geometry software in the classroom, and the role of proofs. In this study belief is taken as subjective knowledge (Furinghetti and Pehkonen, 2002). Data were collected from 520 teachers using questionnaires that included both statements that required responses on a Likert scale and open-ended questions. Also an intervention case study was conducted with one teacher. A three factor solution emerged from the analysis that revealed a disposition towards activities, a disposition towards an appreciation of geometry and its applications and a disposition towards abstraction. These results enabled classification of teachers into one of eight groups depending on whether their scores were positive or negative on the three factors. Knowing the teacher typology allows for appropriate professional development activities to be undertaken. This was done in the case study where techniques for scaffolding proofs were used as an intervention for a teacher who had a positive disposition towards activities and appreciation of geometry and its applications but a negative disposition towards abstraction. The intervention enabled the teacher successfully to teach her students how to understand and construct proofs. The open-ended responses on the questionnaire were analysed to obtain a better understanding of the teachers' beliefs. Four themes, the formal, intuitive, utilitarian and the mathematical, emerged from the analysis, which support the modal arguments given by Gonzalez and Herbst (2006). The findings reveal a disconnect between some high school teachers' beliefs about why geometry is important to study and the current position of the Standards Movement; and between whether geometry should be taught as part of an integrated curriculum or as a one-year course.

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Gardiner, John. "Dynamic geometry, construction and proof : making meaning in the mathematics classroom." Thesis, Sheffield Hallam University, 2002. http://shura.shu.ac.uk/6479/.

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The overall aim of this study was to investigate mathematical meaning making in relation to the areas of construction and proof through the use of a dynamic geometry environment (Cabri II as available on the TI 92 calculator). The experimental work was carried out with 11-14 year old pupils in four schools in the North of England between 1996 and 1999. The research involved working with whole classes and a range of groups of varying sizes. The research methodologies adopted were drawn from various areas (an approach advocated as suitable for classroom research by Klafid, 1998). The researcher acted as both teacher and participant observer. The study was conducted over several cycles, with previous cycles of analysis and reference to the literature being used to inform subsequent stages. After a pilot phase when recording methods and technical approaches were clarified, there were four cycles of investigation. Data collection was by means of participant observation, with audio recording of dialogue. Screens generated by pupils were recorded in field notes. There was emphasis from the outset of the study to relate the findings to classroom practice. This led to a consideration as an ongoing part of the study, of ideas of classroom and group dynamics and how these could be combined with, and related to, the use of the technology. The study illuminated two key areas; the processes of immediate individual and group meaning making and wider aspects of social dynamics in the mathematics classroom. Socio-cultural analysis of classroom and group discourses identified progression from spontaneous to scientific concepts, illuminating the development of pupils' powers of intuition and sense of conviction. The dynamic geometry environment was used to investigate constructions stable under drag, illuminating the way in which the dynamic aspects afforded by the technology affect pupils' appreciation of the relationship between construction and proof. Various aspects of proof were highlighted and in particular the function of proof as explanation was seen to be an important aspect in the development of pupils' mathematical meaning making. Further analysis illuminated a distinction between the immediate individual sense making of pupils and the way this sense making is brought to social and consensual meaning making. At the wider classroom level the study identified issue of transparency the importance of the social use of argumentation to take forward the 'taken as shared' and the development of socio-mathematical norms and whole-class zones of proximal development. These aspects of individual and group meaning-making and whole class dynamics are advanced as ways of promoting local communities of mathematical practice as advocated by Winbourne and Watson( 1998).

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Henry, Greg B. "The main challenges that a teacher-in-transition faces when teaching a high school geometry class /." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd1971.pdf.

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Knapp, Andrea K. Barrett Jeffrey Edward. "Prompting mathematics teacher development through dynamic discourse." Normal, Ill. : Illinois State University, 2007. http://proquest.umi.com/pqdweb?index=0&did=1417799381&SrchMode=1&sid=8&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1207665349&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2007.
Title from title page screen, viewed on April 8, 2008. Dissertation Committee: Jeffrey Barrett (chair), Nerida Ellerton, Sharon Soucy McCrone, Cynthia Moore, Michael Plantholt, Agida Manizade. Includes bibliographical references (leaves 200-215) and abstract. Also available in print.

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Ó, Buachalla Réamonn. "Quantum groups and noncommutative complex geometry." Thesis, Queen Mary, University of London, 2013. http://qmro.qmul.ac.uk/xmlui/handle/123456789/8675.

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Noncommutative Riemannian geometry is an area that has seen intense activity over the past 25 years. Despite this, noncommutative complex geometry is only now beginning to receive serious attention. The theory of quantum groups provides a large family of very interesting potential examples, namely the quantum flag manifolds. Thus far, only the irreducible quantum flag manifolds have been investigated as noncommutative complex spaces. In a series of papers, Heckenberger and Kolb showed that for each of these spaces, there exists a q-deformed Dolbeault double complex. In this thesis a comprehensive framework for noncommutative complex geometry on quantum homogeneous spaces is introduced. The main ingredients used are covariant differential calculi and Takeuchi's categorical equivalence for faithfully at quantum homogeneous spaces. A number of basic results are established, producing a simple set of necessary and sufficient conditions for noncommutative complex structures to exist. It is shown that when applied to the quantum projective spaces, this theory reproduces the q-Dolbeault double complexes of Heckenberger and Kolb. Furthermore, the framework is used to q-deform results from Borel{Bott{ Weil theory, and to produce the beginnings of a theory of noncommutative Kahler geometry.

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Books on the topic "Mathematics-Geometry"

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SpringBoard mathematics: Geometry. New York]: College Board, 2015.

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Education, Ontario Ministry of. Mathematics, geometry: Junior Division. Toronto: Ontario Ministry of Education, 1986.

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Education, Ontario Ministry of. Mathematics, Junior Division: Geometry. S.l: s.n, 1986.

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1942-, Frisk Peter D., ed. Essential mathematics with geometry. 3rd ed. Pacific Grove, Calif: Brooks/Cole Pub. Co., 1997.

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Bass, Laurie E. Prentice Hall mathematics: Geometry. Boston, Mass: Pearson/Prentice Hall, 2007.

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1942-, Frisk Peter D., ed. Essential mathematics with geometry. 2nd ed. Pacific Grove, Calif: Brooks/Cole, 1994.

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Gustafson, R. David. Essential mathematics with geometry. Pacific Grove, Calif: Brooks/Cole Pub. Co., 1990.

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Jock, MacKay, Reid Neal E. 1938-, Dunkley Ronald G, Curran Donald J. 1943-, and University of Waterloo. Centre for Education in Mathematics and Computing., eds. Harcourt mathematics 12: Geometry and discrete mathematics. Toronto: Harcourt Canada, 2002.

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Sallee, Tom, Karen Wootton, Eric Ettlin, Julien Howe, and Brian Hoey. College preparatory mathematics 2: Geometry. Edited by CPM Educational Program. 2nd ed. Sacramento, CA: CPM Educational Program, 2002.

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Tokuyama, Takeshi. Computational geometry and discrete mathematics. [Kyoto]: Kyōto Daigaku Sūri Kaiseki Kenkyūjo, 2009.

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Book chapters on the topic "Mathematics-Geometry"

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Stahl, Gerry. "Mathematics: Demythologizing Geometry." In Translating Euclid, 47–55. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-031-02200-5_4.

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Holme, Audun. "Arabic Mathematics and Geometry." In Geometry, 173–210. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-14441-7_5.

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Welmsley, Mark. "Mathematics of 3D Geometry." In Graphics Programming in C++, 167–83. London: Springer London, 1998. http://dx.doi.org/10.1007/978-1-4471-0905-1_11.

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Rosenfeld, Boris A. "Geometry in Islamic Mathematics." In Encyclopaedia of the History of Science, Technology, and Medicine in Non-Western Cultures, 1–6. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-3934-5_9226-2.

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Martzloff, Jean-Claude. "Geometry in Chinese Mathematics." In Encyclopaedia of the History of Science, Technology, and Medicine in Non-Western Cultures, 2037–45. Dordrecht: Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-007-7747-7_8613.

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Michiwaki, Yoshimasa. "Geometry in Japanese Mathematics." In Encyclopaedia of the History of Science, Technology, and Medicine in Non-Western Cultures, 2070–72. Dordrecht: Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-007-7747-7_9133.

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Rosenfeld, Boris A. "Geometry in Islamic Mathematics." In Encyclopaedia of the History of Science, Technology, and Medicine in Non-Western Cultures, 2065–70. Dordrecht: Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-007-7747-7_9226.

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Franklin, James. "Geometry: Mathematics or Empirical Science?" In An Aristotelian Realist Philosophy of Mathematics, 141–62. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137400734_10.

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Ludwig, Monika. "Institute of Discrete Mathematics and Geometry." In Die Fakultät für Mathematik und Geoinformation, 33. Wien: Böhlau Verlag, 2015. http://dx.doi.org/10.7767/9783205202288-015.

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Bashmakova, I. G., and G. S. Smirnova. "Geometry: the First Universal Language of Mathematics." In The Growth of Mathematical Knowledge, 331–40. Dordrecht: Springer Netherlands, 2000. http://dx.doi.org/10.1007/978-94-015-9558-2_22.

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Conference papers on the topic "Mathematics-Geometry"

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Kaufmann, Hannes, and Dieter Schmalstieg. "Mathematics and geometry education with collaborative augmented reality." In ACM SIGGRAPH 2002 conference abstracts and applications. New York, New York, USA: ACM Press, 2002. http://dx.doi.org/10.1145/1242073.1242086.

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Drake, D. M., and H. S. Baird. "Distinguishing mathematics notation from English text using computational geometry." In Proceedings. Eighth International Conference on Document Analysis and Recognition. IEEE, 2005. http://dx.doi.org/10.1109/icdar.2005.89.

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"Automated Generation of Geometry Questions for High School Mathematics." In 6th International Conference on Computer Supported Education. SCITEPRESS - Science and and Technology Publications, 2014. http://dx.doi.org/10.5220/0004795300140025.

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Schmid, Angelika, and Lilla Korenova. "GEOGEBRA IN ONLINE GEOMETRY COURSES FOR FUTURE MATHEMATICS TEACHERS." In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.1921.

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Jupri, Al. "From geometry to algebra and vice versa: Realistic mathematics education principles for analyzing geometry tasks." In THE 4TH INTERNATIONAL CONFERENCE ON MATHEMATICAL SCIENCES: Mathematical Sciences: Championing the Way in a Problem Based and Data Driven Society. Author(s), 2017. http://dx.doi.org/10.1063/1.4980938.

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W. Ker, H., S. M. Ho, M. C. Lee, and K. K. Huang. "Factors Associated with Mathematics Achievement: An International Comparative Study." In Annual International Conference on Computational Mathematics, Computational Geometry & Statistics. Global Science and Technology Forum (GSTF), 2012. http://dx.doi.org/10.5176/2251-1911_cmcgs48.

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Katreničová, Ivana, and Jozef Čabala. "GEOMETRY IN THE TRAINING OF MATHEMATICS TEACHERS AT SLOVAK UNIVERSITIES." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1166.

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Singh, Bhupendra. "A Class of Product-Cum-Dual to Ratio Estimator of Finite Population Mean in Simple Random Sampling." In Annual International Conference on Computational Mathematics, Computational Geometry & Statistics. Global Science and Technology Forum (GSTF), 2012. http://dx.doi.org/10.5176/2251-1911_cmcgs03.

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Khang Jie, Liew, and Hailiza Kamarulhaili. "Double Encryption Technique Using Polynomial Interpolation Method for Elliptic Curve Cryptosystem." In Annual International Conference on Computational Mathematics, Computational Geometry & Statistics. Global Science and Technology Forum (GSTF), 2012. http://dx.doi.org/10.5176/2251-1911_cmcgs10.

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Lee, Nam, Carey Priebe, and Minh Tang. "An Implied Latent Position Process for Doubly Stochastic Messaging Activities." In Annual International Conference on Computational Mathematics, Computational Geometry & Statistics. Global Science & Technology Forum (GSTF), 2012. http://dx.doi.org/10.5176/2251-1911_cmcgs12.

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Reports on the topic "Mathematics-Geometry"

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Swetz, Frank J. Sacred Mathematics: Japanese Temple Geometry. Washington, DC: The MAA Mathematical Sciences Digital Library, September 2008. http://dx.doi.org/10.4169/loci002864.

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Hoffman, D. [Geometry, analysis, and computation in mathematics and applied science]. Progress report. Office of Scientific and Technical Information (OSTI), February 1994. http://dx.doi.org/10.2172/218245.

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Kusner, R. B., D. A. Hoffman, P. Norman, F. Pedit, N. Whitaker, and D. Oliver. Geometry, analysis, and computation in mathematics and applied sciences. Final report. Office of Scientific and Technical Information (OSTI), December 1995. http://dx.doi.org/10.2172/171332.

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Rashevska, Natalya V., Serhiy O. Semerikov, Natalya O. Zinonos, Viktoriia V. Tkachuk, and Mariya P. Shyshkina. Using augmented reality tools in the teaching of two-dimensional plane geometry. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4116.

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One of the successful components of quality assimilation of educational material and its further use in the learning process is visualization of material in secondary education institutions. Visualizations need the subjects of the school course, which are the most difficult to understand and essentially do not have at the beginning of the study of widespread practical application, mostly mathematical objects. That is why this study aimed to analyze mobile tools that can be used to visualize teaching geometry. The object of the study is the process of teaching geometry in the middle classes of secondary schools. The subject of the study is the use of augmented reality tools in teaching geometry to students in grades 7-9. The study used such research methods as the analysis and justification of the choice of mobile augmented reality for the study of mathematics. Analyses displayed two augmented reality tools: ArloonGeometry and Geometry AR. In order to gain geometry instruction’s academic success for the students, these tools can be used by teachers to visualize training material and create a problematic situation. The use of augmented reality means in the geometry lessons creates precisely such conditions for positive emotional interaction between the student and the teacher. It also provided support to reduce fear and anxiety attitudes towards geometry classes. The emotional component of learning creates the conditions for better memorization of the educational material, promotes their mathematical interest, realizes their creative potential, creates the conditions for finding different ways of solving geometric problems.

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Usmanova, Z. M., S. P. Balandin, and R. G. Zaynullin. Electronic educational and methodological manual on the sections «Linear algebra and analytical geometry, differential calculus of functions of one and several variables» of the discipline «Mathematics». OFERNIO, September 2021. http://dx.doi.org/10.12731/ofernio.2021.24887.

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Bilousova, Liudmyla I., Liudmyla E. Gryzun, Daria H. Sherstiuk, and Ekaterina O. Shmeltser. Cloud-based complex of computer transdisciplinary models in the context of holistic educational approach. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3259.

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The paper represents the authors’ cloud-based complex of computer dynamic models and their transdisciplinary facilities. Proper theoretical background for the complex design is elaborated and the process of the computer models development is covered. The models in the complex are grouped in the sections according to the curriculum subjects (Physics, Algebra, Geometry, Biology, Geography, and Informatics). Each of the sections includes proper models along with their description and transdisciplinary didactic support. The paper also presents recommendations as for using of the complex to provide holistic learning of Mathematics, Science and Informatics at secondary school. The prospects of further research are outlined.

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