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Academic literature on the topic 'Mathematics in literature. Mathematics'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 February 2022

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Journal articles on the topic "Mathematics in literature. Mathematics"

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Gailey, Stavroula K. "The Mathematics-Children's-Literature Connection." Arithmetic Teacher 40, no. 5 (January 1993): 258–61. http://dx.doi.org/10.5951/at.40.5.0258.

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The Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) promotes mathematical power for all students so that they can function a informed citizens in a rapidly changing and technologically complex society. A way of working toward this goal is by investigating connections within mathematics and between mathematics and other instructional areas. The mathematic— children's-literature connection is examined in this article.

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Christy, Donna, Christine Payson, and Patricia Carnevale. "Mathematical Explorations: The Bridge to Mathematics and Literature." Mathematics Teaching in the Middle School 18, no. 9 (May 2013): 572–77. http://dx.doi.org/10.5951/mathteacmiddscho.18.9.0572.

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Bicer, Ali. "A Systematic Literature Review: Discipline-Specific and General Instructional Practices Fostering the Mathematical Creativity of Students." International Journal of Education in Mathematics, Science and Technology 9, no. 2 (March 7, 2021): 252–81. http://dx.doi.org/10.46328/ijemst.1254.

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The purpose of this systematic review is to reveal the research findings that suggest instructional practices to foster the creativity of students in mathematics. Although several studies have investigated the effects of various instructional practices influencing the mathematical creativity of students, little is known about how the findings of this collective body of research contribute to the understanding of what instructional practices should be integrated into a mathematic classroom to further foster the mathematical creativity of students. In this systematic review, the knowledge of instructional practices that foster the mathematical creativity of students were categorized under two main factors including: 1) discipline-specific instructional practices and 2) general instructional practices. The discipline-specific instructional practices were problem-solving, problem-posing, open-ended questions, multiple solution tasks, tasks with more than one correct answer, modeling/model-eliciting activities, technology integration, extendable tasks, and emphasizing abstractness of mathematics. The general instructional practices were providing students with ample time to think creatively about real-world related mathematical problems in a judgment free and collaborative classroom environment so that they take risks to share their mathematical ideas and use informal words. Integrating all of these instructional practices into mathematics classrooms can provide opportunities for students to discover their potential creative abilities in mathematics.

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Aerila, Juli-Anna. "Teaching mathematics with children’s literature in Finland." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 1 (June 28, 2017): 564–72. http://dx.doi.org/10.18844/gjhss.v3i1.1821.

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Preece, Donald. "Mathematics in Literature." Journal of Humanistic Mathematics 2, no. 1 (January 2012): 36–57. http://dx.doi.org/10.5642/jhummath.201201.05.

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Young, Elaine, and Christine L. Marroquin. "Posing Problems from Children's Literature." Teaching Children Mathematics 12, no. 7 (March 2006): 362–66. http://dx.doi.org/10.5951/tcm.12.7.0362.

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One of the most important principles in reform mathematics is allowing students to be challenged by mathematics problems (Hiebert et al. 1996). Historically, mathematical problems have required students to apply a known procedure to produce an expected answer. The National Council of Teachers of Mathematics (NCTM 2000) has called for changes in the problems that are typically posed to students, asserting that such problems should instead require students to reason, communicate, represent, problem solve, and make mathematical connections. Posing open-ended, extendable problems allows students to construct their own mathematical learning and understanding by building on previous experiences and making connections among topics and disciplines.

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Moyer, Patricia Seray. "Links to Literature: A Remainder of One: Exploring Partitive Division." Teaching Children Mathematics 6, no. 8 (April 2000): 517–21. http://dx.doi.org/10.5951/tcm.6.8.0517.

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Children's literature can be a springboard for conversations about mathematical concepts. Austin (1998) suggests that good children's literature with a mathematical theme provides a context for both exploring and extending mathematics problems embedded in stories. In the context of discussing a story, children connect their everyday experiences with mathematics and have opportunities to make conjectures about quantities, equalities, or other mathematical ideas; negotiate their understanding of mathematical concepts; and verbalize their thinking. Children's books that prompt mathematical conversations also lead to rich, dynamic communication in the mathematics classroom and develop the use of mathematical symbols in the context of communicating. The National Council of Teachers of Mathematics (1989) emphasizes the importance of communication in helping children both construct mathematical knowledge and link their informal notions with the abstract symbols used to express mathematical ideas.

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McShea, Betsy, Judith Vogel, and Maureen Yarnevich. "Harry Potter and the Magic of Mathematics." Mathematics Teaching in the Middle School 10, no. 8 (April 2005): 408–14. http://dx.doi.org/10.5951/mtms.10.8.0408.

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The Middle School Years Represent an important time in the formation of an individual's lifelong attitudes toward mathematics. Middle school teachers are faced with the challenge of convincing their students that mathematics is an exciting, useful, and creative field of study. Interdisciplinary approaches to mathematics have been useful in accomplishing this goal. In particular, connecting mathematics to literature is an inventive way to capture students' interests, since examples from literature can be used to teach important mathematical concepts in an exciting and innovative manner. Many classic literary texts are rich in mathematical content, including Alice in Wonderland by Lewis Carroll and Flatland by Edwin A. Abbott. However, to stimulate students' interest, it is important to find interconnections between mathematics and current popular children's literature.

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McDuffie, Amy M. Roth, and Terrell A. Young. "Promoting Mathematical Discourse through Children's Literature." Teaching Children Mathematics 9, no. 7 (March 2003): 385–89. http://dx.doi.org/10.5951/tcm.9.7.0385.

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Discourse in mathematics instruction has received considerable attention since the Standards were first published (NCTM 1989, 1991, 2000); however, prompting mathematical discussions and creating an environment that fosters discourse are challenging tasks for teachers (Corwin 1996). Moreover, students who are not used to talking about mathematics may be uncomfortable with or reluctant to participate in discussions. Discourse in mathematics involves expressing and justifying mathematical thinking and ideas. The primary purposes of facilitating discourse are to help students become aware of others' perspectives and strategies, and to clarify and expand students' own thinking and approaches (NCTM 2000).

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Helsa, Yullys, Darhim Darhim, Dadang Juandi, and Turmudi Turmudi. "BLENDED LEARNING IN TEACHING MATHEMATICS." AKSIOMA: Jurnal Program Studi Pendidikan Matematika 10, no. 2 (July 7, 2021): 733. http://dx.doi.org/10.24127/ajpm.v10i2.3447.

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The background of this research was the development of blended learning in teaching mathematics. This study aimed to determine the benefits of blended learning in teaching mathematics by analyzing previous research. The method in this study is a systematic literature review (SLR), it descriptive based survey in the form of an analysis of 25 articles from the Science Direct database in the 2010-2020 period. The results showed that there are many benefits of blended learning in mathematic, which includes: to improve mathematical thinking skills, develop good perceptions, improve learning outcomes, increase self-regulation, increase thinking/problem-solving skills, improve communication skills, increase student participation, simplify the assessment process, increase computational thinking skills, and critical thinking skills. The most significant benefit of blended learning is student learning outcomes, shown in 52% of the articles. The research implies the importance of supporting teachers in identifying the objectives of blended learning.

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Dissertations / Theses on the topic "Mathematics in literature. Mathematics"

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Bayley, Melanie. "Mathematics and literature in Victorian England." Thesis, University of Oxford, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.527279.

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Goldstein, Jaime Elrath. "The integration of children's literature into mathematics." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/JEGoldstein2007.pdf.

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Kahn, Leslie Joan. "Mathematics as life: Children's responses to literature." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/184903.

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This teacher research study gave me an opportunity to examine how my sixth grade classroom learning environment changed over time to support students' responses to literature across sign systems, and to develop collaboration among adults and students. Specifically, it looked at the ways in which students made mathematical connections in informal discussions as part of class read aloud experiences and how they used mathematics to communicate responses to literature. Over the course of a year I gathered data primarily by audio taping as I read to the class and the following total class discussions. I video taped presentations of literature groups. These literature groups responded to the read alouds using multiple sign systems which reflected and further developed their understandings of the texts. I also kept a reflective teaching journal and field notes throughout the year. The data analyses included a description of the classroom over the year, a re-creation of journal entries between me and collaborative others involved in the Holocaust study, and a qualitative analysis of the mathematics talk, "math talk," generated in the classroom. Math talk was present in my talk and the students' talk as well. The students' math talk showed that mathematics is used as students respond to literature in informal read aloud discussions and subsequent literature presentations.

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Munro, Samantha. "Integrating Literature in an Elementary School Mathematics Classroom." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/honors/76.

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Historically, mathematics education has consisted of rote learning through workbooks and textbooks, leaving students with the thought that mathematics is dull, unimaginative, and inaccessible. Educators have looked for ways to change these views of students, one current suggestion being through the integration of children's literature in the mathematics curriculum. To further investigate this suggestion, the study "Integrating Children's Literature in an Elementary School Mathematics Classroom" was conducted in a 3rd grade Johnson City Classroom to determine how students reacted to the integration of literature in a mathematics classroom.

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Baker, David Philip. "Literature, logic and mathematics in the fourteenth century." Thesis, Durham University, 2013. http://etheses.dur.ac.uk/7716/.

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This thesis assesses the extent to which fourteenth-century Middle English poets were interested in, and influenced by, traditions of thinking about logic and mathematics. It attempts to demonstrate the imaginative appeal of the logical problems called sophismata, which postulate absurd situations while making use of a stable but evolving, and distinctly recognisable, pool of examples. Logic and mathematics were linked. The ‘puzzle-based’ approach of late-medieval logic stemmed in part from earlier arithmetical puzzle collections. The fourteenth-century application of the ‘sophismatic’ method to problems concerned with what might now be called ‘Physics’ or ‘Mechanics’ sustained the symbiotic relationship of the two disciplines. An awareness of the importance of this tradition is perhaps indicated by the prominence of logical and mathematical tropes and scenarios in the works of three authors in particular: Geoffrey Chaucer, John Gower and the Gawain-poet. It is argued that, in the poetry of all three, what may loosely be called ‘sophismatic tropes’ are used to present concerns that the poets share with the logical and mathematical thought of their time. Certain themes recur, including the following: problematic promises; problematic reference to non-existent things; problems associated with divisibility, limits and the idea of a continuum; and, most importantly, problems focused on the contingency, or otherwise, of the future. The debate over future contingency was one of the fiercest scholastic controversies of the fourteenth century, with profound implications for both logical and theological thought. It is suggested here that the scholastic debate about future contingency has a visible impact on Chauntecleer’s prophetic dream in the Nun’s Priest’s Tale, Troilus’s apparent determinism in Troilus and Criseyde, Gower’s presentation of causation in the Confessio Amantis, and the Gawain-poet’s treatment of covenants. The conclusion reached is that fourteenth-century logical and mathematical texts had a significantly wider cultural effect than is generally recognised.

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Arico, Rebecca A. "Effect on student achievement and attitudes towards learning mathematics when integrating children's literature into a mathematics lesson." Honors in the Major Thesis, University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1017.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Education
Elementary Education

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Bennett, Tisha L. "Teachers' Use of Children's Literature, Mathematics Manipulatives, and Scaffolding to Improve Preschool Mathematics Achievement: Does It Work?" Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2733/.

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The primary purpose of this study was to determine if the implementation of an intervention involving teachers' use of children's literature, related storybook manipulatives, and a scaffolding (LMS) approach to learning would improve preschool children's mathematics test scores. Additionally, the LMS approach was examined to determine whether teachers' perceptions of their effectiveness in mathematics instruction changed from the beginning to the end of the study. The subjects of the study included 60 preschool-aged children and six teachers from two child care centers. The preschool teachers participated in either a control or experimental condition (the LMS approach) in their daily mathematics instruction with their preschool children. The researcher tested the children using the Test of Early Mathematics Ability and an abbreviated version of the Stanford-Binet Intelligence Scale. The study was based on two main research questions. The first question asked if there was a difference in the Test of Early Mathematics Ability total posttest scores between children in the literature-manipulatives-scaffolding intervention group and children in the control group after assuring equivalency of the two groups. The second question addressed if preschool teachers believed they were more effective in their mathematics instruction after implementing the LMS approach with young children. The answer to the first research question was that there was no statistically significant difference in the Test of Early Mathematics Ability total posttest scores between children in the literature-manipulatives-scaffolding group and children in the control group. However, the answer to the second question was that preschool teachers believed they were more effective in their mathematics instruction after implementing the LMS approach with young children. Recommendations for future research on early childhood mathematics include the investigation of preschool children's ability, achievement, and interest in mathematics; teachers' use of mathematics scaffolding techniques; and longitudinal mathematics interventions beginning during the preschool years.

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Preciado, Claudia. "Indicators of Future Mathematics Proficiency: Literature Review & Synthesis." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/412.

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The beauty of mathematics can arguably be found in the way in which all concepts are interrelated and interwoven to create a massive web of knowledge and in the ways this can be applied to all aspects of life and technology. Given this inextricable interrelationship amongst several mathematical topics, many students encounter issues in learning mathematics due to gaps in their understanding of previously taught material. As a result, mathematics education in the K-12 setting has emphasized the need for interventions in order to help students grasp the progressively complex concepts that are required by our current society and education system as they advance throughout their academic career. This literature review researches effective and non-effective indicators of future mathematics proficiency as an initial step towards identifying the most beneficial cognitive and non-cognitive areas of focus, and consequently early interventions, in order to support student learning especially for underperforming students. Specifically, this research synthesizes research about three essential questions: (1) What skills, conceptual understandings, or student traits can serve as possible predictors of future mathematics proficiency? (2) Which of these identified skills, conceptual understandings, or student traits are stronger predictors of future mathematics proficiency? and (3) What is the degree of accuracy of these predictors? The research was conducted through the review of articles retrieved from diverse research studies. The literature revealed that the single most effective indicator of future mathematical proficiency is knowledge of fractions, specifically, conceptual understanding of and operations with fractions as well as fluidity with rational operations. Other less effective indicators included early knowledge of whole number division, functional numeracy, students’ attitudes and dispositions towards mathematics, gender, early mathematics achievement/ability, and literacy/linguistic ability. Other skills, conceptual understandings and student traits investigated in the relevant research included whole number arithmetic knowledge, number system knowledge, verbal & non-verbal IQ, working memory, and family education & income. These indicators did not exhibit a significant correlation to future mathematics performance and thus were classified as non-effective.

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Washington, Arnita. "THE EFFECTS OF LITERATURE ON STUDENT MOTIVATION AND CONNECTIONS IN MATHEMATICS." Master's thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3708.

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The purpose of this study was to determine the effects of literature use in the middle grades mathematics curriculum on student motivation and connections. This study involved collecting several types of data regarding students' attitudes, motivation, and their abilities to make real-world connections. Findings from pre and post attitude surveys indicated that literature use in the mathematics curriculum has no effect on students' attitudes towards mathematics. Furthermore, findings from journal entries, students' work, and interview responses indicate that although students find storybooks fun and interesting, their use does not seem to lead to increases in students' understanding of mathematics. However, findings from journal entries, students' work and interview responses indicated that students were better able to make real-world connections through storybooks that were meaningful to their lives. Suggestions for future research should include comparative studies on the effects of literature on student performance in middle grades mathematics.
M.Ed.;
Department of Teaching and Learning Principles
Education
Mathematics Education

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Pippenger, Amy T. "A comprehensive literature review and critique on the differences and effects of implementing traditional and reform mathematics curricula." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003pippengera.pdf.

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Books on the topic "Mathematics in literature. Mathematics"

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Figures of thought: Mathematics and mathematical texts. London: Routledge, 1995.

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R, Daggett Willard, ed. Occupational mathematics. Cincinnati: South-Western Pub. Co., 1986.

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Mathematics explained. New York: Rosen Publishing, 2014.

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Adams, Robert A. (Robert Alexander), 1940-, Alexander Bob 1941-, and Atkinson Paul, eds. Mathematics 12. Don Mills, Ont: Addison-Wesley, 1990.

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1941-, Alexander Bob, and Atkinson Paul, eds. Mathematics 11. Don Mills, Ont: Addison-Wesley, 1994.

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Mathematics: (a novel). Champaign: Dalkey Archive Press, 2012.

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How mathematics works. London: Dorling Kindersley, 1998.

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J, Bradley Michael. Pioneers in mathematics. New York: Chelsea House, 2006.

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Mathematical Association of America. Committee on the Undergraduate Program in Mathematics. Two-year college mathematics library recommendations. Edited by Steen Lynn Arthur 1941-. [Washington D.C.]: Mathematical Association of America, 1992.

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Kolakowski, Jane Steffen. Linking math with literature: Math activities to accompany 51 pieces of children's literature. Greensboro, N.C: Carson-Dellosa Publishing, 1992.

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Book chapters on the topic "Mathematics in literature. Mathematics"

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Crumey, Andrew. "Mathematics and literature." In Mathknow, 9–25. Milano: Springer Milan, 2009. http://dx.doi.org/10.1007/978-88-470-1122-9_2.

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Motte, Warren. "Oulipian Mathematics." In The Palgrave Handbook of Literature and Mathematics, 227–41. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55478-1_13.

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Burkhardt, G., U. Esser, H. Hefele, Inge Heinrich, W. Hofmann, D. Krahn, V. R. Matas, Lutz D. Schmadel, Roland Wielen, and G. Zech. "Applied Mathematics, Physics." In Literature 1992, Part 1, 109–37. Berlin, Heidelberg: Springer Berlin Heidelberg, 1993. http://dx.doi.org/10.1007/978-3-662-12379-9_5.

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Böhme, S., Walter Fricke, H. Hefele, Inge Heinrich, W. Hofmann, D. Krahn, V. R. Matas, Lutz D. Schmadel, and G. Zech. "Applied Mathematics, Physics." In Literature 1984, Part 2, 112–25. Berlin, Heidelberg: Springer Berlin Heidelberg, 1985. http://dx.doi.org/10.1007/978-3-662-12346-1_5.

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Böhme, S., U. Esser, W. Fricke, H. Hefele, Inge Heinrich, W. Hofmann, D. Krahn, V. R. Matas, Lutz D. Schmadel, and G. Zech. "Applied Mathematics, Physics." In Literature 1985, Part 1, 127–42. Berlin, Heidelberg: Springer Berlin Heidelberg, 1985. http://dx.doi.org/10.1007/978-3-662-12352-2_5.

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Esser, U., H. Hefele, I. Heinrich, W. Hofmann, D. Krahn, V. R. Matas, L. D. Schmadel, and G. Zech. "Applied Mathematics, Physics." In Literature 1987, Part 2, 110–23. Berlin, Heidelberg: Springer Berlin Heidelberg, 1988. http://dx.doi.org/10.1007/978-3-662-12361-4_5.

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Burkhardt, G., U. Esser, H. Hefele, I. Heinrich, W. Hofmann, D. Krahn, V. R. Matas, L. D. Schmadel, R. Wielen, and G. Zech. "Applied Mathematics, Physics." In Literature 1989, Part 1, 119–34. Berlin, Heidelberg: Springer Berlin Heidelberg, 1990. http://dx.doi.org/10.1007/978-3-662-12370-6_5.

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Burkhardt, G., U. Esser, H. Hefele, Inge Heinrich, W. Hofmann, D. Krahn, V. R. Matas, Lutz D. Schmadel, R. Wielen, and G. Zech. "Applied Mathematics, Physics." In Literature 1991, Part 2, 98–122. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-662-12376-8_5.

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Lefèvre, Wolfgang. "Practical Mathematics." In Minerva Meets Vulcan: Scientific and Technological Literature – 1450–1750, 147–73. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-73085-7_7.

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Engelhardt, Nina. "Mathematics and Modernism." In The Palgrave Handbook of Literature and Mathematics, 281–98. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55478-1_16.

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Conference papers on the topic "Mathematics in literature. Mathematics"

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Mulyati, Yeti, Vismaia S. Damaianti, and Daris Hadianto D. "Reading Comprehension - Ability to Understand Text Mathematics to Solve Basic Mathematical Questions." In Tenth International Conference on Applied Linguistics and First International Conference on Language, Literature and Culture. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007169104540458.

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Rahmat, Fauziah. "Mathematics for Young Children: A Literature Review." In 3rd International Conference on Early Childhood Education (ICECE 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icece-16.2017.36.

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Samsonova, Tatiana Ivanovna, and Tatiana Yurievna Sereda. "Forming a Cognitive Interest at Mathematics Lessons Through Interdisciplinary Relations of Mathematics and Literature." In All-Russian Scientific and Methodological Conference. Publishing house Sreda, 2019. http://dx.doi.org/10.31483/r-74415.

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VINTERE, Anna. "MATHEMATICAL COMPETENCES AND COMPETENCE-BASED MATHEMATICS LEARNING FOR SUSTAINABLE DEVELOPMENT." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.152.

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This paper is the result of scientific analysis and assessment of scientific literature and a number of information sources taking into consideration the authors’ reflection experience and observations in connection with the mathematics role in sustainable development which may be characterized by a number of factors, including, mathematical competence compliance with competencies for sustainable development as well as coherence between mathematical competence and capacity which should have new professional. The methodology of the research is based on Danish KOM (Competencies and the Learning of Mathematics) project which set up eight mathematical competences: abilities to ask and answer questions in and with mathematics and he ability to deal with and manage mathematical language and tools. Students from Latvia University of Agriculture and Riga Technical University were asked to evaluate (using self-evaluation method) their mathematical competence by writing in the questionnaire numbers from 0 to 3, where 0 - I have not mastered this skill, but 3 - I can apply mathematical knowledge in different situations of life, I can formulate a mathematical problem, solve it. The survey results are analysed by respondents mathematics learning experience as well as needs for mathematics knowledge and skills in modern labour market conditions as well as in accordance with factor for social capital building.

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Hartomo, Bambang Tri, Angger Waspodo Dias Adrianto, and Elza Ibrahim Auerkari. "Pink teeth as post mortem indicator: A literature review." In SECOND INTERNATIONAL CONFERENCE OF MATHEMATICS (SICME2019). Author(s), 2019. http://dx.doi.org/10.1063/1.5096754.

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Perttula, Arttu. "EYE TRACKING STUDIES FOCUSING ON MATHEMATICS: A LITERATURE REVIEW." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0639.

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Marks-Riberdy, Kristen, and Wendy Barber. "MEDICATION MATHEMATICS IN NURSING EDUCATION: A REVIEW OF LITERATURE." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0366.

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KOPEIKA, Evija. "MATHEMATICS AS POTENTIAL FOR THE PERSON'S RESILIENCE." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.140.

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Scientific literature offers extensive examples of the role of mathematics education in the development of personality and intelligence as well as its application in everyday life and professional activities. Furthermore, the attitude towards the role of mathematical knowledge in the labour market is widely discussed in the society. In order to reflect the views of respondents on the issues of mathematics education and the potential values of mathematics, the survey was carried out. The research data was analysed considering the respondents` education speciality, gender, age and mathematics learning experience. Study results show that mathematics is widely used in everyday life as well as in professional activities, and gives advantage in the labour market. It is difficult to learn mathematics but it is highly worthy. Thus the subject of mathematics is becoming a crucial instrument for promoting an all-round education and personal development. Therefore, many higher education courses have to be mathematics-intensive, and students need to have a high level of competence in the subject to promote person’s resilience.

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Rahmawati, Novita, Cucuk Budiyanto, and Basori. "Revisting blended learning in TPACK: Literature review." In THE 2ND INTERNATIONAL CONFERENCE ON SCIENCE, MATHEMATICS, ENVIRONMENT, AND EDUCATION. AIP Publishing, 2019. http://dx.doi.org/10.1063/1.5139828.

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Ellis, Ruby, Jaepil Han, Zandra de Araujo, and Samuel Otten. "Reviewing the literature on flipped mathematics instruction: a qualitative meta-analysis." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-345.

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Reports on the topic "Mathematics in literature. Mathematics"

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Nelson, Gena. A Systematic Review of the Quality of Reporting in Mathematics Meta-Analyses for Students with or at Risk of Disabilities Coding Protocol. Boise State University, July 2021. http://dx.doi.org/10.18122/sped138.boisestate.

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Abstract:

The purpose of this document is to provide readers with the coding protocol that authors used to code 22 meta-analyses focused on mathematics interventions for students with or at-risk of disabilities. The purpose of the systematic review was to evaluate reporting quality in meta-analyses focused on mathematics interventions for students with or at risk of disabilities. To identify meta-analyses for inclusion, we considered peer-reviewed literature published between 2000 and 2020; we searched five education-focused electronic databases, scanned the table of contents of six special education journals, reviewed the curriculum vitae of researchers who frequently publish meta-analyses in mathematics and special education, and scanned the reference lists of meta-analyses that met inclusion criteria. To be included in this systematic review, meta-analyses must have reported on the effectiveness of mathematics-focused interventions, provided a summary effect for a mathematics outcome variable, and included school-aged participants with or at risk of having a disability. We identified 22 meta-analyses for inclusion. We coded each meta-analysis for 53 quality indicators (QIs) across eight categories based on recommendations from Talbott et al. (2018). Overall, the meta-analyses met 61% of QIs and results indicated that meta-analyses most frequently met QIs related to providing a clear purpose (95%) and data analysis plan (77%), whereas meta-analyses typically met fewer QIs related to describing participants (39%) and explaining the abstract screening process (48%). We discuss the variation in QI scores within and across the quality categories and provide recommendations for future researchers so that reporting in meta-analyses may be enhanced. Limitations of the current study are that grey literature was not considered for inclusion and that only meta-analyses were included; this limits the generalizability of the results to other research syntheses (e.g., narrative reviews, systematic reviews) and publication types (e.g., dissertations).

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2

Swetz, Frank J. Mathematics in India. Washington, DC: The MAA Mathematical Sciences Digital Library, March 2009. http://dx.doi.org/10.4169/loci003292.

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Hammer, Peter L. Discrete Applied Mathematics. Fort Belvoir, VA: Defense Technical Information Center, May 1993. http://dx.doi.org/10.21236/ada273552.

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4

Dagan, Samuel. Mathematics Animations with SVG. Washington, DC: The MAA Mathematical Sciences Digital Library, August 2009. http://dx.doi.org/10.4169/loci003318.

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5

Jaffe, A., and Shing-Tung Yau. [Mathematics and string theory]. Office of Scientific and Technical Information (OSTI), January 1993. http://dx.doi.org/10.2172/6327345.

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Jaffe, A., S. Klimek, B. Greene, and S.-T. Yau. (Mathematics and string theory). Office of Scientific and Technical Information (OSTI), January 1989. http://dx.doi.org/10.2172/5148870.

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7

McClure, Donald E. Fellowship in Applied Mathematics. Fort Belvoir, VA: Defense Technical Information Center, October 1989. http://dx.doi.org/10.21236/ada232742.

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8

Yau, Shing-Tung. Mathematics and string theory. Office of Scientific and Technical Information (OSTI), November 2002. http://dx.doi.org/10.2172/809056.

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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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10

Oertel, Christopher P., and Bryon P. Marsh. Module 1: Review and Mathematics. Office of Scientific and Technical Information (OSTI), March 2019. http://dx.doi.org/10.2172/1499628.

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