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Journal articles on the topic 'Mathematics'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Gokkurt, Burcin, Yasin Soylu, and Tugba Ornek. "Mathematical language skills of mathematics teachers." International Journal of Academic Research 5, no. 6 (2013): 238–45. http://dx.doi.org/10.7813/2075-4124.2013/5-6/b.38.

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2

Rismayanti, Afriliani, Sudi Prayitno, Muhammad Turmuzi, and Hapipi Hapipi. "Pengaruh Kemampuan Penalaran dan Representasi Matematis terhadap Hasil Belajar Matematika Kelas VIII di SMP." Griya Journal of Mathematics Education and Application 1, no. 3 (2021): 448–54. http://dx.doi.org/10.29303/griya.v1i3.64.

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This Research aims to know about the reasoning ability and mathematic representation ability to the results of mathematic lesson in students grade VIII SMP Negeri 1 Batulayar year academic 2019/2020. This research used quantitative approach with ex post facto research type. The population of this research is the eighth grade students of SMP Negeri 1 Batulayar. In determining the sample, probability sampling technique with the type of cluster sampling was used. The sample in this research is the students of class VIII B SMP Negeri 1 Batulayar amounted to 22 students. Data analysis used was mult

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3

Rocha, Helena. "Mathematical proof: from mathematics to school mathematics." Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences 377, no. 2140 (2019): 20180045. http://dx.doi.org/10.1098/rsta.2018.0045.

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Proof plays a central role in developing, establishing and communicating mathematical knowledge. Nevertheless, it is not such a central element in school mathematics. This article discusses some issues involving mathematical proof in school, intending to characterize the understanding of mathematical proof in school, its function and the meaning and relevance attributed to the notion of simple proof. The main conclusions suggest that the idea of addressing mathematical proof at all levels of school is a recent idea that is not yet fully implemented in schools. It requires an adaptation of the

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4

Turton, Roger W. "Mathematical Lens: Tent Mathematics." Mathematics Teacher 102, no. 5 (2008): 356–58. http://dx.doi.org/10.5951/mt.102.5.0356.

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Most people go camping to escape the responsibilities of their professional lives. However, for a mathematician, even something as recreational as a tent contains some interesting reminders of mathematical functions. Photograph 1 shows an interior view of one of the zippered flaps of a tent used by the author and his wife for camping.

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5

Turton, Roger W. "Mathematical Lens: Tent Mathematics." Mathematics Teacher 102, no. 5 (2008): 356–58. http://dx.doi.org/10.5951/mt.102.5.0356.

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Most people go camping to escape the responsibilities of their professional lives. However, for a mathematician, even something as recreational as a tent contains some interesting reminders of mathematical functions. Photograph 1 shows an interior view of one of the zippered flaps of a tent used by the author and his wife for camping.

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6

Karamyshev, Anton N., and Zhanna I. Zaytseva. "“MATHEMATICA” IN TEACHING STUDENTS MATHEMATICS." Práxis Educacional 15, no. 36 (2019): 610. http://dx.doi.org/10.22481/praxisedu.v15i36.5937.

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    The relevance of the topic of the article is due to the process of modernization of higher mathematical education in Russia, which has led to a significant change in curricula and the need to look for ways and forms of training that would allow students to learn the necessary material within the time granted for studying, while obtaining the maximum necessary amount of skills, knowledge, and competencies. The objective of the article is to justify the ways and principles of the development and implementation of new pedagogical and information technologies in the edu

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7

Parshall, Karen Hunger, and Jan P. Hogenduk. "The History of Mathematics, the History of Science, Mathematics, andHistoria Mathematica." Historia Mathematica 23, no. 1 (1996): 1–5. http://dx.doi.org/10.1006/hmat.1996.0001.

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8

Ochkov, Valery, and Elena Bogomolova. "Teaching Mathematics with Mathematical Software." Journal of Humanistic Mathematics 5, no. 1 (2015): 265–85. http://dx.doi.org/10.5642/jhummath.201501.15.

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9

Usiskin, Zalman. "Mathematical Modeling and Pure Mathematics." Mathematics Teaching in the Middle School 20, no. 8 (2015): 476–82. http://dx.doi.org/10.5951/mathteacmiddscho.20.8.0476.

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Common situations, like planning air travel, can become grist for mathematical modeling and can promote the mathematical ideas of variables, formulas, algebraic expressions, functions, and statistics.

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10

Wares, Arsalan. "Mathematical art and artistic mathematics." International Journal of Mathematical Education in Science and Technology 51, no. 1 (2019): 152–56. http://dx.doi.org/10.1080/0020739x.2019.1577996.

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11

Wares, Arsalan. "Mathematical Art or Artistic Mathematics?" Math Horizons 27, no. 3 (2020): 13–15. http://dx.doi.org/10.1080/10724117.2019.1676557.

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12

Parhusip, Hanna Arini, Didit Budi Nugroho, Hindriyanto Dwi Purnomo, and Istiarsi Saptuti Sri Kawuryan. "MATHEMATICAL SILVER FOR ENTREPRENEURIAL MATHEMATICS." BAREKENG: Jurnal Ilmu Matematika dan Terapan 16, no. 4 (2022): 1175–84. http://dx.doi.org/10.30598/barekengvol16iss4pp1175-1184.

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This article shows the result of entrepreneur mathematics by creating mathematical objects from silver. The objects discussed here are accessories to introduce undergraduate students to integrating several aspects of learning mathematics. These are learning geometry modernly, mathematical art, popularizing mathematics for society, introducing entrepreneurial values using mathematics, teamwork for achieving targets, and considering local heritage in mathematics. These aspects are blended into activity by creating designs and producing products based on the obtained designs. The particular produ

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13

Molina, J. A. López, and M. Trujillo. "Mathematica Software in Engineering Mathematics Classes." International Journal of Mechanical Engineering Education 33, no. 3 (2005): 244–50. http://dx.doi.org/10.7227/ijmee.33.3.6.

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In this paper we show the advantages of using Mathematica software in engineering mathematics classes through the study of an example problem concerning heat conduction in a slab. Firstly the problem is solved from the point of view of a parabolic model of heat conduction, and secondly from the viewpoint of a hyperbolic model.

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14

Darlington, E. "Contrasts in mathematical challenges in A-level Mathematics and Further Mathematics, and undergraduate mathematics examinations." Teaching Mathematics and its Applications 33, no. 4 (2014): 213–29. http://dx.doi.org/10.1093/teamat/hru021.

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15

Azlan, Noor Akmar, and Mohd Faizal Nizam Lee Abdullah. "Komunikasi matematik : Penyelesaian masalah dalam pengajaran dan pembelajaran matematik." Jurnal Pendidikan Sains Dan Matematik Malaysia 7, no. 1 (2017): 16–31. http://dx.doi.org/10.37134/jsspj.vol7.no1.2.2017.

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Based on the study of mathematic problems created by Clements in 1970 and 1983 in Penang, it was found that students in Malaysia do not have a problem of serious thought. However, the real problem is related to read, understand and make the right transformation when solving mathematical problems, especially those involving mathematical word problem solving. Communication is one of the important elements in the process of solving problems that occur in the teaching and learning of mathematics. Students have the opportunities to engage in mathematic communication such as reading, writing and lis

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16

Pokhrel, Maheshwor. "Challenges Toward Learning Mathematics." Shikshya Sandesh 6, no. 1 (2023): 59–67. http://dx.doi.org/10.3126/ss.v6i1.63094.

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Mathematics is the science of all sciences and the art of all arts. Mathematicians had been concerned with everyday problems. However, today’s students are uninterested in learning mathematics. My research is based on narrative inquiry and the interpritivism philosophy paradigm. The main objective of this research is to identify students’ challenges to learning mathematics. I gathered information from eight participants from two schools, one public and one private. To achieve the research objective, in-depth interviews were conducted with research participants. I had narrated views about perce

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17

Siregar, Putri Amanda, and Rosliana Siregar. "PENGARUH PENGGUNAAN MEDIA KOMIK MATEMATIKA DENGAN BANTUAN POWERPOINT TERHADAP MOTIVASI DAN HASIL BELAJAR MATEMATIKA SISWA DI SMK ISTIQLAL DELITUA PENGARUH PENGGUNAAN MEDIA KOMIK MATEMATIKA DENGAN BANTUAN POWERPOINT TERHADAP MOTIVASI DAN HASIL BELAJAR MATEMATIKA SISWA DI SMK ISTIQLAL DELITUA." MES: Journal of Mathematics Education and Science 3, no. 1 (2017): 91–100. http://dx.doi.org/10.30743/mes.v3i1.226.

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This research aims to determine the effect of using comics media mathematics with the help of powerpoint on motivation and results of students’ mathematics learning on the subject of the matrix inverse order 2x2. This research was conducted in SMK Istiqlal Delitua. The population in this research are 486 students of class X. The sampling in this research using purposive sampling technique are 35 students of class X.AP-1. Based on the results of the test data requirements known that motivation data as well as results of the students’ mathematic learning are distributed normally. Motivation data

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18

Schoenefeld, Dale A., and Roger L. Wainwright. "Integration of discrete mathematics topics into the secondary mathematics curriculum using Mathematica." ACM SIGCSE Bulletin 25, no. 1 (1993): 78–82. http://dx.doi.org/10.1145/169073.169353.

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19

Devi, Kiki Vista, and Danuri Danuri. "THE EFFECTS OF LEARNING EXPERIENCE ON MATHEMATIC SELF-CONCEPT OF FIFTH GRADE ELEMENTARY SCHOOL STUDENTS IN YOGYAKARTA CITY AND BANTUL REGENCY." Elementary School: Jurnal Pendidikan dan Pembelajaran ke-SD-an 9, no. 1 (2022): 42–47. http://dx.doi.org/10.31316/esjurnal.v9i1.1888.

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This research aims to 1) find out the mathematics learning experience, 2) find out the mathematic self-concept, and 3) investigate the effect of mathematics learning experience towards mathematic self-concept at fifth grade elementary school students in Yogyakarta City and Bantul Regency. This research was conducted in the academic year of 2020/2021. This study used a quantitative survey research technique with a sample of 794 fifth grade elementary school students in the regions. The analysis technique used was descriptive analysis technique, prerequisite test, and simple linear regression an

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20

Matic, Ljerka Jukic. "Mathematical Knowledge of Non-mathematics Students and Their Beliefs about Mathematics." International Electronic Journal of Mathematics Education 9, no. 1 (2014): 13–24. http://dx.doi.org/10.29333/iejme/278.

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21

Simbolon, Novi. "Understanding the Concept of Mathematics and Mathematical Representation in Mathematics Teaching." International Journal for Research in Applied Science and Engineering Technology 6, no. 4 (2018): 5062–68. http://dx.doi.org/10.22214/ijraset.2018.4825.

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22

Popova, N. V. "Interdisciplinary Cources in Economics University." Vestnik of the Plekhanov Russian University of Economics, no. 3 (June 21, 2023): 40–49. http://dx.doi.org/10.21686/2413-2829-2023-3-40-49.

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The article deals with substantiation of efficiency of interdisciplinary approach in developing competences in the field of using mathematic methods in economics for graduates of economics universities. The necessity to form such competences arose due to increasing requirements on the part of employers to mathematic training of economists. The research is really acute as shaping skills for using mathematic methods in students’ economic investigations at economics universities is impeded. Key reasons for that include insufficient motivation in a certain part of future economists to study higher

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23

Gailey, Stavroula K. "The Mathematics-Children's-Literature Connection." Arithmetic Teacher 40, no. 5 (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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24

Bagaria, Joan. "On Turing’s legacy in mathematical logic and the foundations of mathematics." Arbor 189, no. 764 (2013): a079. http://dx.doi.org/10.3989/arbor.2013.764n6002.

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25

Wang, Xiao Gang. "Significance of Mathematization of Philosophical Problems from the Angle of Broadspectrum Philosophy." Advanced Materials Research 433-440 (January 2012): 6315–18. http://dx.doi.org/10.4028/www.scientific.net/amr.433-440.6315.

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Whether philosophy can realize mathematization has long been controversial. As the mathematics develops a nonquantative branch- structural mathematics, however, mathematization of philosophy has a turnaround. Broadspectrum philosophy which makes use of structural mathematics has established a generally applicable as well as precise mathematical model for many philosophical problems, giving a positive answer to whether the philosophy can be mathematized. Mathematizaiton of philosophy allows more accurate and clear distinction of people’s expression in meaning, gives ideas the visible characteri

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26

ÜNVEREN BİLGİÇ, Emine Nur, and Ayşe Zeynep AZAK. "Mathematics Teachers’ Views on Mathematical Thinking." Journal of Computer and Education Research 7, no. 13 (2019): 109–19. http://dx.doi.org/10.18009/jcer.531911.

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27

Liu, Shu Li. "Mathematical Literacy and College Mathematics Education." Advanced Materials Research 271-273 (July 2011): 1370–73. http://dx.doi.org/10.4028/www.scientific.net/amr.271-273.1370.

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Mathematics, being an important part of human culture, plays a significant role in both spiritual life and material life of people. Mathematical literacy is one of the most basic scientific literacies, which is of far-reaching importance to cultivate mathematical literacy of students in college mathematics education. This paper elaborates the contents of mathematical literacy, discusses the necessity of cultivating mathematical literacy of college students, and proposes effective approaches of improving the literacy of college students.

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28

Görgüt, Rahime Çelik, and Yüksel Dede. "Mathematics teachers’ assessment of mathematical understanding." Studies in Educational Evaluation 75 (December 2022): 101190. http://dx.doi.org/10.1016/j.stueduc.2022.101190.

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29

Buss, Samuel, Ulrich Kohlenbach, and Michael Rathjen. "Mathematical Logic: Proof Theory, Constructive Mathematics." Oberwolfach Reports 8, no. 4 (2011): 2963–3002. http://dx.doi.org/10.4171/owr/2011/52.

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30

Buss, Samuel, Ulrich Kohlenbach, and Michael Rathjen. "Mathematical Logic: Proof Theory, Constructive Mathematics." Oberwolfach Reports 11, no. 4 (2014): 2933–86. http://dx.doi.org/10.4171/owr/2014/52.

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31

Buss, Samuel, Rosalie Iemhoff, Ulrich Kohlenbach, and Michael Rathjen. "Mathematical Logic: Proof Theory, Constructive Mathematics." Oberwolfach Reports 14, no. 4 (2018): 3121–83. http://dx.doi.org/10.4171/owr/2017/53.

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32

Buss, Samuel, Rosalie Iemhoff, Ulrich Kohlenbach, and Michael Rathjen. "Mathematical Logic: Proof Theory, Constructive Mathematics." Oberwolfach Reports 17, no. 4 (2021): 1693–757. http://dx.doi.org/10.4171/owr/2020/34.

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33

Davis, Brent, and Tony Brown. "Encircling Mathematical Knowing and Mathematics Knowledge." Journal for Research in Mathematics Education 30, no. 1 (1999): 111. http://dx.doi.org/10.2307/749632.

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34

Jaqua, Kathy M. C. "Mathematical Selfies: Students' Real-World Mathematics." Mathematics Teacher 111, no. 1 (2017): 54–59. http://dx.doi.org/10.5951/mathteacher.111.1.0054.

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35

Reed, Michael C. "Mathematical Biology is Good for Mathematics." Notices of the American Mathematical Society 62, no. 10 (2015): 1172–76. http://dx.doi.org/10.1090/noti1288.

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36

FELSENSTEIN, J. "Mathematics vs. Evolution: Mathematical Evolutionary Theory." Science 246, no. 4932 (1989): 941–42. http://dx.doi.org/10.1126/science.246.4932.941.

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37

Hutauruk, A. J. B., and N. Priatna. "Mathematical Resilience of Mathematics Education Students." Journal of Physics: Conference Series 895 (September 2017): 012067. http://dx.doi.org/10.1088/1742-6596/895/1/012067.

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38

Buss, Samuel, Rosalie Iemhoff, Ulrich Kohlenbach, and Michael Rathjen. "Mathematical Logic: Proof Theory, Constructive Mathematics." Oberwolfach Reports 20, no. 4 (2024): 3013–61. http://dx.doi.org/10.4171/owr/2023/53.

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39

Fuat, T. Nusantara, E. B. Irawan, and S. Irawati. "Students’ mathematical conviction in Mathematics proof." IOP Conference Series: Earth and Environmental Science 243 (April 9, 2019): 012133. http://dx.doi.org/10.1088/1755-1315/243/1/012133.

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40

Arseven, Ayla. "Mathematical Modelling Approach in Mathematics Education." Universal Journal of Educational Research 3, no. 12 (2015): 973–80. http://dx.doi.org/10.13189/ujer.2015.031204.

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41

Riyanto, B., Zulkardi, R. I. I. Putri, and Darmawijoyo. "Mathematical modeling in realistic mathematics education." Journal of Physics: Conference Series 943 (December 2017): 012049. http://dx.doi.org/10.1088/1742-6596/943/1/012049.

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42

Knuth, Eric J., and Blake E. Peterson. "Fostering Mathematical Curiosity: Highlighting the Mathematics." Mathematics Teacher 96, no. 8 (2003): 574–79. http://dx.doi.org/10.5951/mt.96.8.0574.

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In “Fostering Mathematical Curiosity” (Knuth 2002), Eric Knuth discusses the idea of problem posing as a means of fostering students' mathematical curiosity. A mathematician colleague, after reading the article, commented that a significant amount of the mathematics in the discussion of the various problems and their solutions had been “left out” —and he was right. The author's primary intent in writing that article, however, was to illustrate “what it might mean to engage students in problem posing and how teachers might begin to create classroom environments that encourage, develop, and fost

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43

Lalli, Laura Tedeschini. "Mathematical Machines: A Laboratory for Mathematics." Nexus Network Journal 11, no. 2 (2009): 317–24. http://dx.doi.org/10.1007/s00004-009-0095-4.

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44

Damarin, Suzanne K. "Review: The Mathematics of Popular Consumption." Journal for Research in Mathematics Education 27, no. 2 (1996): 241–43. http://dx.doi.org/10.5951/jresematheduc.27.2.0241.

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Various forms of constructivism have been widely accepted among mathematics educators as describing not only the processes by which individual students learn mathematics, but also the development of mathematic itself as a body of knowledge. Constructivism has led to a revival of research in the philosophy of mathematics as a social-cultural-historical construction (Hersh, 1994) and to paradigm shifts in mathematics education research as we seek to understand the ways mathematics is learned and taught most effectively. Constructivism notwithstanding, however, accepted ideas of what is comprised

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45

Chikampa, Victor, Derrick Banda, Jacqueline Siwale, et al. "The Effect of Mathematics Anxiety on Mathematics Self Efficacy and Perceived Mathemathics Achievement." International Journal of Research and Innovation in Social Science VII, no. VI (2023): 1010–17. http://dx.doi.org/10.47772/ijriss.2023.7683.

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This study examined the relationship between mathematics anxiety, mathematics self-efficacy and perceived mathematics success among 131 freshmen Zambian engineering and natural and applied science students. A quantitative ex post facto survey design was used to achieve the research objectives. Negative but statistically significant relationships between mathematics anxiety and self-efficacy as well as perceived mathematics achievement were established. A positive empirical relationship between mathematics self-efficacy and perceived mathematics achievement was supported.

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46

Ivanov, O. A., V. V. Ivanova, and A. A. Saltan. "Discrete mathematics course supported by CAS MATHEMATICA." International Journal of Mathematical Education in Science and Technology 48, no. 6 (2017): 953–63. http://dx.doi.org/10.1080/0020739x.2017.1319979.

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47

Kargar, Maryam, Rohani Ahmad Tarmizi, and Sahar Bayat. "Relationship between Mathematical Thinking, Mathematics Anxiety and Mathematics Attitudes among University Students." Procedia - Social and Behavioral Sciences 8 (2010): 537–42. http://dx.doi.org/10.1016/j.sbspro.2010.12.074.

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48

Weber, Keith, Paul Dawkins, and Juan Pablo Mejía-Ramos. "The relationship between mathematical practice and mathematics pedagogy in mathematics education research." ZDM 52, no. 6 (2020): 1063–74. http://dx.doi.org/10.1007/s11858-020-01173-7.

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49

Pantaleon, K. V., D. Juniati, and A. Lukito. "The oral mathematical communication profile of prospective mathematics teacher in mathematics proving." Journal of Physics: Conference Series 1108 (November 2018): 012008. http://dx.doi.org/10.1088/1742-6596/1108/1/012008.

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50

Marquis, Jean-Pierre. "Mathematical forms and forms of mathematics: leaving the shores of extensional mathematics." Synthese 190, no. 12 (2011): 2141–64. http://dx.doi.org/10.1007/s11229-011-9962-0.

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