Relevant bibliographies by topics / Mathematics Mathematical ability

Contents

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

Academic literature on the topic 'Mathematics Mathematical ability'

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

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Journal articles on the topic "Mathematics Mathematical ability"

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Murtianto, Yanuar Hery, Sutrisno Sutrisno, Nizaruddin Nizaruddin, and Muhtarom Muhtarom. "EFFECT OF LEARNING USING MATHEMATICA SOFTWARE TOWARD MATHEMATICAL ABSTRACTION ABILITY, MOTIVATION, AND INDEPENDENCE OF STUDENTS IN ANALYTIC GEOMETRY." Infinity Journal 8, no. 2 (September 30, 2019): 219. http://dx.doi.org/10.22460/infinity.v8i2.p219-228.

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Rapid development of technology for the past two decades has greatly influenced mathematic learning system. Mathematica software is one of the most advanced technology that helps learn math especially in Geometry. Therefore this research aims at investigating the effectiveness of analytic geometry learning by using Mathematica software on the mathematical abstraction ability, motivation, and independence of students. This research is a quantitative research with quasi-experimental method. The independent variable is learning media, meanwhile the dependent variables are students’ mathematical abstraction ability, motivation, and independence in learning. The population in this research was the third semester students of mathematics education program and the sample was selected using cluster random sampling. The samples of this research consisted of two distinct classes, with one class as the experimental class was treated using Mathematica software and the other is the control class was treated without using it. Data analyzed using multivariate, particularly Hotelling’s T2 test. The research findings indicated that learning using Mathematica software resulted in better mathematical abstraction ability, motivation, and independence of students, than that conventional learning in analytic geometry subject.
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Nurfadilah, Ilma, Hepsi Nindiasari, and Abdul Fatah. "USING REALISTIC MATHEMATICS EDUCATION IN MATHEMATICAL PROBLEM-SOLVING ABILITY BASED ON STUDENTS’ MATHEMATICAL INITIAL ABILITY." Prima: Jurnal Pendidikan Matematika 5, no. 1 (January 28, 2021): 35. http://dx.doi.org/10.31000/prima.v5i1.3166.

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The 2013 curriculum requires students to master the cognitive domains from analysis to evaluation. The fact is not all students have the same cognitive development. Junior high school students, it turns out that students who think concretely, must see in real terms, so the learning approach used in this study has to lead students to be active in learning. One of active learning approach is the Realistic Mathematics Education (RME). This study is an experimental research. The goals of this study are: 1. Is the mathematical problem-solving abilities of students who used the RME approach better than students who used the scientific approac? 2. Determine whether there is an interaction between the learning approach and the mathematical initial ability (high, medium, low) on students' mathematical problem-solving abilities. The results showed: 1. The mathematical problem-solving abilities of students who used the RME approach was better than students who used the scientific approach; 2. There is no interaction between the learning approach and mathematical initial abilities (high, medium, low) on students' mathematical problem-solving abilities.
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Kattou, Maria, Katerina Kontoyianni, Demetra Pitta-Pantazi, and Constantinos Christou. "Connecting mathematical creativity to mathematical ability." ZDM 45, no. 2 (September 30, 2012): 167–81. http://dx.doi.org/10.1007/s11858-012-0467-1.

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Asmara, Andes Safarandes, S. B. Waluya, and Rochmad Rochmad. "ANALYSIS OF MATHEMATICS LITERACY BASED ON MATHEMATICAL ABILITY." Scholaria : Jurnal Pendidikan dan Kebudayaan 7, no. 2 (May 19, 2017): 135. http://dx.doi.org/10.24246/j.scholaria.2017.v7.i2.p135-142.

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O'Connor, Wendy E., and Todd G. Morrison. "Do remedial mathematics programmes improve students' mathematical ability." Studies in Educational Evaluation 23, no. 3 (January 1997): 201–7. http://dx.doi.org/10.1016/s0191-491x(97)00013-8.

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Dewi, N. R., N. R. Kamila, Mashuri, and K. Wijayanti. "Mathematical communication ability in knisley mathematics learning model." Journal of Physics: Conference Series 1567 (June 2020): 032002. http://dx.doi.org/10.1088/1742-6596/1567/3/032002.

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Irhamna, Irhamna, Zul Amry, and Hermawan Syahputra. "Contribution of Mathematical Anxiety, Learning Motivation and Self-Confidence to Student’s Mathematical Problem Solving." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 3, no. 4 (November 3, 2020): 1759–72. http://dx.doi.org/10.33258/birle.v3i4.1343.

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The objectives of this study are to: (1) Analyze whether there is a contribution of mathematics anxiety, learning motivation and self-confidence to the ability to solve mathematical problems simultaneously, (2) Analyze whether there is a contribution of mathematics anxiety, learning motivation and self-confidence to the partial mathematical problem solving ability, (3) To analyze how big the contribution of mathematics anxiety, learning motivation and self-confidence to mathematical problem solving abilities simultaneously, (4) Analyze how much the contribution of mathematics anxiety, learning motivation and self-confidence to the partial mathematical problem solving abilit, (2) math anxiety questionnaire, (3) learning motivation questionnaire, (4) self-confidence questionnaire. Data analysis was performed by multiple linear regression analysis. The results showed: (1) There is a contribution to mathematics anxiety, learning motivation, and self-confidence to the ability to solve mathematical problems simultaneously, (2) There is a contribution to mathematics anxiety, learning motivation, and self-confidence to the ability to solve mathematical problems partially, (3) Mathematical anxiety, learning motivation and self-confidence contributed 26% to the ability to solve mathematical problems simultaneously, (4) Mathematical anxiety contributed 8.5% to mathematical problem solving abilities, learning motivation contributed 15.8% to mathematical problem solving abilities and self-confidence contributed 16.7% to mathematical problem solving abilities.
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Trisnawati, Trisnawati, Rani Pratiwi, and Winia Waziana. "The effect of realistic mathematics education on student's mathematical communication ability." Malikussaleh Journal of Mathematics Learning (MJML) 1, no. 1 (May 5, 2018): 31. http://dx.doi.org/10.29103/mjml.v1i1.741.

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This study aims to obtain a description of the application of Realistic Mathematic Education (RME) that can improve students' mathematical communication ability. The type of research used is a classroom action research that refers to the design of Kemmis and Mc.Taggart research they are planning, action, observation, and reflection. The results showed that Implementation of mathematics learning with Realistic Mathematics Education (RME) approach that can improve mathematical communication ability is a mathematics learning that has been done in accordance with RME characteristics, That is: use of real context (teacher presents a contextual problem and ask the student to understand the given problem). use of mathematical models (the students modeling by using props to solve problem), use of student production and construction in learning (the teacher gives opportunity to all students to solve the problem, and invite students to deliver the answer), existence of interaction (interaction occurs between teacher and students, and between student one with another), and the existence of integration (combines one unit of mathematics with other units also have integrated with other scientific fields).
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Putra, Yudi Yunika, and Rajab Vebrian. "Pengembangan Soal Matematika Model PISA Konteks Kain Cual Bangka Belitung." Jurnal Cendekia : Jurnal Pendidikan Matematika 3, no. 2 (September 15, 2019): 333–40. http://dx.doi.org/10.31004/cendekia.v3i2.114.

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This study aims to Produce PISA model mathematical problems context kain cual Bangka Belitung that meets valid, practical, and potential effect on students abilities mathematical literacy based on Basic Mathematics Ability. The subject of this research is students SMP Negeri 5 Pangkalpinang class IX.A is amounts 35 student. The research method uses design research type development study. Data were analyzed description based on criteria literacy mathematic ability based on Basic Mathematics Ability. Result this research is obtained a set of PISA mathematical problems Context kain cual Bangka Belitung is valid, practical, and potential effect on students abilities mathematical literacy. Valid obtained at stage expert review and one to one practicality is known in stages small group, and ability mathematic literacy based result analysis the answer students and questionnaire on field test stage. Based the result analysis is obtained developed problems have a potential effect on mathematical literacy abilities namely bring up the Basic Mathematical Ability.
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Li, Xiao Yi, and Zhao Di Xu. "Based on Mathematical Modeling and Mathematical Experiment Course Platform Enhancing Students Innovative Ability." Applied Mechanics and Materials 513-517 (February 2014): 3034–37. http://dx.doi.org/10.4028/www.scientific.net/amm.513-517.3034.

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This paper describes the positive significance of the creation of mathematical modeling and experimental mathematics curriculum for students scientific computing and applied mathematics to solve practical problems, it analysis the mathematical modeling and mathematical experimental course, it proposes colleges in mathematical modeling and experimental mathematics teaching,we can take many forms of teaching and different levels of teaching content, thus, to raise and train studentss ability of solving practical problems by applying mathematical knowledge and innovative ability, in order to cultivate the students' innovative ability and practical ability, also, it puts forward specific practical teaching reform measures and suggestions. ClC: G 423 Text Search: A Problems proposed
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Dissertations / Theses on the topic "Mathematics Mathematical ability"

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Patel, C. "Approaches to studying and the effects of mathematics support on mathematical performance." Thesis, Coventry University, 2011. http://curve.coventry.ac.uk/open/items/f079ef99-a237-4a3b-ae2d-344c89654741/1.

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The concern over undergraduate engineering students’ mathematical skills and the means of addressing this through the provision of mathematics support is the main driver of this research. With the emergence of mathematics support within mathematics education there has been an associated research community interested in measuring the effectiveness of mathematics support provision. Recent studies have measured improvements in mathematics performance for students who have used mathematics support against those who have not by comparing prior mathematical ability against examination results. This does not address the issue of individual differences between students and resulting changes in mathematical ability. However the provision of mathematics support for individual students is resource intensive hence evaluation of the effectiveness of the support is essential to ensure resources are efficiently used. This mathematics education research examines the effectiveness of mathematics support in addressing the mathematics problem. It does this by considering individual differences and the mismatch of mathematical skills for studying at University by analysing the effectiveness of mathematics support in improving mathematical skills. The dataset for the analysis comprises of over 1000 students from a Scottish Post-92 University, over 8% having made use of mathematics support, and nearly 2000 students from an English Russell Group University, with just over 10% having made use of the support. It was discovered that in both sets of data the students who came for mathematics support in comparison to their peers had a statistically significant lower mathematical skills base on entry to their course, and at the end of their first year had improved their mathematical skills base more than their counterparts. Although the analysis is based on data from UK Universities we believe the findings are relevant to the international community who are also engaged in the provision of mathematics support.
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McConachie, Regina S. "Review and design of alternative assessments in mathematics /." View abstract, 1999. http://library.ctstateu.edu/ccsu%5Ftheses/1534.html.

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Thesis (M.S.)--Central Connecticut State University, 1999.
Thesis advisor: Dr. Phillip Halloran. " ... in partial fulfillment of the requirements for the degree of Masters of Science in Mathematics." Includes bibliographical references (leaves [30-33]).
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Rindfleisch, Casie. "Causes of gender differences in perceived mathematical ability." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007rindfleischc.pdf.

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Lesneski, Lynn. "The effects of using distributed practice on math performance." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005lesneskil.pdf.

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Yates, Cheryl M. "Screening for mathematical abilities and disabilities in 1st and 2nd grade children /." Thesis, Connect to this title online; UW restricted, 1996. http://hdl.handle.net/1773/7923.

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Leung, Kung-shing. "The impact of teaching of analytical skills on the mathematics achievement of Form three students." Hong Kong : University of Hong Kong, 1986. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1803553X.

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Koong, May-kay Maggie. "Development of addition strategies in young children." Hong Kong : University of Hong Kong, 1990. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18033672.

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Tracy, Jacob Dennis, and Jacob Dennis Tracy. "Mapping Pre-Service Teacher Talk: Variations in Talk About Mathematics, Ability, and Themselves as Mathematical Learners." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/625620.

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It has been argued that teachers do not always teach in the ways their teacher education programs promoted. One cause of this problem has to do with teachers' conceptions about mathematics and ability being incompatible with the visions of mathematics that teacher educators promote. For example, teacher educators may emphasize the need for conceptual understanding but a teacher who equates understanding with being correct and fast will enact this goal differently from someone who expects students to be able to explain and communicate their understanding. The way a teacher understands what it means to do mathematics and be good at mathematics will influence their future teaching. Furthermore, the messages teachers send to their students about who they are as mathematical learners are full of messages about what it means to do and be good at mathematics. Additionally, these messages can have a long-term impact on how those students view themselves and the decisions they make for their future. This study uses qualitative methods to better understand pre-service teacher (PST) talk, how their talk relates, and how their talk changes over time. I describe PST talk as it relates to mathematics (M), ability (A), and themselves as mathematical learners (P) (the three components of the MAP framework). This study took place with the PSTs in two sections of a mathematical content course for elementary school teachers taught by the researcher. First, using grounded theory, I developed codes to understand how these PSTs talked in regards to the three components and applied these codes to written reflections at the beginning and end of our course. After analyzing the data I selected and interviewed 14 PSTs one year after our course. Again, I applied the same codes to their talk in the interview to see how their talk continued to change. Select interview PSTs were then chosen to represent common and uncommon examples of PST talk. Findings from this study show that talk across the MAP framework was related and that this talk became more standards-aligned by the end of the content course. However, the findings also provide a much more nuanced insight into different relationships and changes in talk. One finding shows that when variations in PST talk existed between framework components it was most commonly due to PSTs talking about mathematics in a more traditional way than when they talked about ability or themselves as mathematical learners. Another finding shows that during the interviews (one year after our course) PSTs continued to talk about themselves and abilities in mostly standards-aligned ways but reverted towards more traditional talk when discussing mathematics and how someone demonstrates their mathematical understanding. These findings have important implications for future research and for teacher educators. First, the relationships between the components of the MAP framework suggest that addressing PSTs conceptions of mathematics and their conceptions of ability may affect how they talk about individuals as mathematical learners. Second, the findings show which aspects in the MAP framework PSTs more readily talk about in standards-aligned ways. This provides insights into which areas teacher educators may want to emphasize more in trying to promote changes in PST talk. Lastly, these findings also show which aspects of PST talk maintain over a longer time frame and which aspects need a greater sustained emphasis. All of this is necessary as we support PSTs to think and talk about mathematics and mathematical abilities in standards-aligned ways that are truly supportive of all students.
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Wares, Arsalan Jones Graham A. Cottrill James F. "Middle school students' construction of mathematical models." Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064487.

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Thesis (Ph. D.)--Illinois State University, 2001.
Title from title page screen, viewed March 30, 2006. Dissertation Committee: Graham A. Jones, James Cottrill (co-chairs), Linnea Sennott. Includes bibliographical references (leaves 107-111) and abstract. Also available in print.
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Boakes, Norma. "Origami-Mathematics Lessons: Researching its Impact and Influence on Mathematical Knowledge and Spatial Ability of Students." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79472.

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“Origami-mathematics lessons” (Boakes, 2006) blend the ancient art of paper folding with the teaching of mathematics. Though a plethora of publications can be easily found advocating the benefits of Origami in the teaching of mathematics, little research exist to quantify the impact Origami has on the learning and building of mathematical skills. The research presented in this paper targets this common claim focusing on how Origamimathematics lessons taught over an extended period of time impact students’ knowledge of geometry and their spatial visualization abilities. The paper begins with a brief overview of Origami as it relates to teaching mathematics followed by a summary of research done with two age groups: middle school children and college students. Gathered data in these two studies suggest that Origami-mathematics lessons are as beneficial as traditional instructional methods in teaching mathematics.
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Books on the topic "Mathematics Mathematical ability"

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

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Mathematics under the microscope: Notes on cognitive aspects of mathematical practice. Providence, R.I: American Mathematical Society, 2010.

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Ridgway, Jim. Assessing mathematical attainment. Windsor: NFER-Nelson Pub., 1988.

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The Mathematical brain. London: Macmillan, 1999.

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The mathematical brain. London: Papermac, 2000.

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

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Branch, Alberta Learning Technologies. Mathematics 14. [Edmonton]: Alberta Learning, 2003.

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C, Martinez Nancy, ed. Activities for developing mathematical thinking: Exploring, inventing, and discovering mathematics. Upper Saddle River, N.J: Pearson Merrill Prentice Hall, 2007.

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Achieve Indiana: Mathematics. Austin, TX: Harcourt Achieve, 2005.

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Improving mathematics at work: The need for techno-mathematical literacies. New York, NY: Routledge, 2010.

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Book chapters on the topic "Mathematics Mathematical ability"

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Karsenty, Ronnie. "Mathematical Ability." In Encyclopedia of Mathematics Education, 372–75. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-4978-8_94.

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Karsenty, Ronnie. "Mathematical Ability." In Encyclopedia of Mathematics Education, 494–97. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-15789-0_94.

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Damerow, Peter. "What is Mathematical Ability and How do Ability Differences Emerge in Mathematics Education?" In Boston Studies in the Philosophy of Science, 87–110. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-015-8624-5_4.

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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, 137–56. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-28023-3_9.

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Farah, Yara N., and Lindsay M. Nixon. "Dynamic Teaching in Mathematics." In Assessment of Gifted and High-Ability Learners, 45–58. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233114-7.

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Boaler, Jo. "Ability Grouping in Mathematics Classrooms." In Encyclopedia of Mathematics Education, 1–5. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-15789-0_145.

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Boaler, Jo. "Ability Grouping in Mathematics Classrooms." In Encyclopedia of Mathematics Education, 1–5. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-4978-8_145.

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Walls, Fiona. "The Emergence of Ability." In Mathematical Subjects, 133–71. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-1-4419-0597-0_6.

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Boylan, Mark, and Hilary Povey. "Ability thinking." In Debates in Mathematics Education, 55–65. Second edition. | Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2020] | Series: Debates in subject teaching: Routledge, 2020. http://dx.doi.org/10.4324/9780429021015-5.

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Johnson, Dana T. "Mathematics Curricular Considerations for Advanced Learners." In Content–Based Curriculum for high-ability learners, 249–76. 3rd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233824-16.

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Conference papers on the topic "Mathematics Mathematical ability"

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Rahmawati, Ratih, Mardiyana Mardiana, and Triyanto Triyanto. "Analysis of Studentsr Mathematical Reasoning Ability in Solving Mathematics Problem." In International Conference on Teacher Training and Education 2018 (ICTTE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ictte-18.2018.57.

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Prayitno, Sudi, Ulfa Lu’luilmaknunn, Nyoman Sridana, and Sri Subarinah. "Analyzing the Ability of Mathematics Students as Prospective Mathematics Teachers on Multiple Mathematical Representation." In 2nd Annual Conference on Education and Social Science (ACCESS 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210525.096.

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Dina, Prasetyowati, Kartinah, and Sutrisno. "Dissemination of Mathematics 3-D Textbook to Improve Students Mathematical Communication Ability." In Proceedings of the 1st International Conference on Education and Social Science Research (ICESRE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icesre-18.2019.50.

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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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Anggraini, Reri Seprina, and Ahmad Fauzan. "The Influence Of Realistic Mathematics Education (RME) Approach On Students’ Mathematical Communication Ability." In Proceedings of the 2nd International Conference on Mathematics and Mathematics Education 2018 (ICM2E 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icm2e-18.2018.48.

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Fauzan, Ahmad, Edwin Musdi, and Riri Yani. "The Influence of Realistic Mathematics Education (RME) Approach on Students' Mathematical Representation Ability." In 1st International Conference on Education Innovation (ICEI 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icei-17.2018.3.

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Halimahnur, Wahidah, and Yaya Kusumah. "Developing Mathematical Problem Posing Ability of Prospective Mathematics Teachers for Enhancing their Professionalism." In Proceedings of the 7th Mathematics, Science, and Computer Science Education International Seminar, MSCEIS 2019, 12 October 2019, Bandung, West Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.12-10-2019.2296361.

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Nurutami, Aulia, Riyadi Riyadi, and Sri Subanti. "The Analysis of Studentsr Mathematical Literacy Based on Mathematical Ability." In Mathematics, Informatics, Science, and Education International Conference (MISEIC 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/miseic-18.2018.40.

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Tamur, Maximus, Valeria S. kurnila, Emilianus Jehadus, Adi Nurjaman, Kanisius Mandur, and Sabina Ndiung. "The Effect of the Realistic Mathematics Education Approach: Meta-Analysis of the Measured Mathematical Ability Angle." In 1st International Conference on Mathematics and Mathematics Education (ICMMEd 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210508.040.

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Septriyana, Yorha, Ahmad Fauzan, and Riska Ahmad. "The Influence of Realistic Mathematics Education (RME) Approach on Students’ Mathematical Problem Solving Ability." In Proceedings of the 1st International Conference on Innovation in Education (ICoIE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icoie-18.2019.38.

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Reports on the topic "Mathematics Mathematical ability"

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

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The video lectures course is intended for full-time and part-time students enrolled in "Pedagogical education" direction, profile "Primary education" or "Primary education - Additional education". The course consists of four lectures on the section "Elements of Mathematical Logic" of the discipline "Theoretical Foundations of the Elementary Course in Mathematics" on the profile "Primary Education". The main lecture materials source is a textbook on mathematics for students of higher pedagogical educational institutions Stoilova L.P. (M.: Academy, 2014.464 p.). The content of the considered mathematics section is adapted to the professional needs of future primary school teachers. It is accompanied by examples of practice exercises from elementary school mathematics textbooks. The course assumes students productive learning activities, which they should carry out during the viewing. The logic’s studying contributes to the formation of the specified profile students of such professional skills as "the ability to carry out pedagogical activities for the implementation of primary general education programs", "the ability to develop methodological support for programs of primary general education." In addition, this section contributes to the formation of such universal and general professional skills as "the ability to perform searching, critical analysis and synthesis of information, to apply a systematic approach to solving the assigned tasks", "the ability to participate in the development of basic and additional educational programs, to design their individual components". The video lectures course was recorded at Irkutsk State University.
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Roschelle, Jeremy, Britte Haugan Cheng, Nicola Hodkowski, Lina Haldar, and Julie Neisler. Transfer for Future Learning of Fractions within Cignition’s Microtutoring Approach. Digital Promise, April 2020. http://dx.doi.org/10.51388/20.500.12265/95.

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In this exploratory research project, our team’s goal was to design and begin validation of a measurement approach that could provide indication of a student’s ability to transfer their mathematics understanding to future, more advanced mathematical topics. Assessing transfer of learning in mathematics and other topics is an enduring challenge. We sought to invent and validate an approach to transfer that would be relevant to improving Cignition’s product, would leverage Cignition’s use of online 1:1 tutoring, and would pioneer an approach that would contribute more broadly to assessment research.
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Schoen, Robert C., and Naomi Iuhasz-Velez. Measuring teacher ability to predict student success in solving specific mathematics problems: Procedures and initial findings of accuracy, overprediction, and underprediction. Florida State University, May 2017. http://dx.doi.org/10.17125/fsu.1507903318.

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Bednar, Amy. Topological data analysis : an overview. Engineer Research and Development Center (U.S.), June 2021. http://dx.doi.org/10.21079/11681/40943.

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A growing area of mathematics topological data analysis (TDA) uses fundamental concepts of topology to analyze complex, high-dimensional data. A topological network represents the data, and the TDA uses the network to analyze the shape of the data and identify features in the network that correspond to patterns in the data. These patterns extract knowledge from the data. TDA provides a framework to advance machine learning’s ability to understand and analyze large, complex data. This paper provides background information about TDA, TDA applications for large data sets, and details related to the investigation and implementation of existing tools and environments.
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Perdigão, Rui A. P., and Julia Hall. Spatiotemporal Causality and Predictability Beyond Recurrence Collapse in Complex Coevolutionary Systems. Meteoceanics, November 2020. http://dx.doi.org/10.46337/201111.

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Causality and Predictability of Complex Systems pose fundamental challenges even under well-defined structural stochastic-dynamic conditions where the laws of motion and system symmetries are known. However, the edifice of complexity can be profoundly transformed by structural-functional coevolution and non-recurrent elusive mechanisms changing the very same invariants of motion that had been taken for granted. This leads to recurrence collapse and memory loss, precluding the ability of traditional stochastic-dynamic and information-theoretic metrics to provide reliable information about the non-recurrent emergence of fundamental new properties absent from the a priori kinematic geometric and statistical features. Unveiling causal mechanisms and eliciting system dynamic predictability under such challenging conditions is not only a fundamental problem in mathematical and statistical physics, but also one of critical importance to dynamic modelling, risk assessment and decision support e.g. regarding non-recurrent critical transitions and extreme events. In order to address these challenges, generalized metrics in non-ergodic information physics are hereby introduced for unveiling elusive dynamics, causality and predictability of complex dynamical systems undergoing far-from-equilibrium structural-functional coevolution. With these methodological developments at hand, hidden dynamic information is hereby brought out and explicitly quantified even beyond post-critical regime collapse, long after statistical information is lost. The added causal insights and operational predictive value are further highlighted by evaluating the new information metrics among statistically independent variables, where traditional techniques therefore find no information links. Notwithstanding the factorability of the distributions associated to the aforementioned independent variables, synergistic and redundant information are found to emerge from microphysical, event-scale codependencies in far-from-equilibrium nonlinear statistical mechanics. The findings are illustrated to shed light onto fundamental causal mechanisms and unveil elusive dynamic predictability of non-recurrent critical transitions and extreme events across multiscale hydro-climatic problems.
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Model program for the recruitment and preparation of high ability elementary mathematics/science teachers: A collaborative project among scientists, teacher educators and classroom teachers. Office of Scientific and Technical Information (OSTI), December 1993. http://dx.doi.org/10.2172/10106703.

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