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Journal articles on the topic 'Mathematx'

Author: Grafiati

Published: 5 June 2025

Last updated: 1 August 2025

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1

Abreu, Sofía. "Possible (Re)configurings of Mathematics and Mathematics Education through Drawing." Journal for Theoretical & Marginal Mathematics Education 1, no. 1 (2022): Article 0107. https://doi.org/10.5281/zenodo.7323390.

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This paper offers a methodological alternative to drawing with/in mathematics by attuning to loving philosophies—agential realism and Indigenous philosophies through mathematx—to suggest drawing as a possible axio-onto-epistemology of mathematics that is expressed with one’s whole body, lived by human and other-than-human beings, and that is inseparable from aesthetics and ethics. Through this emerging possibility, this paper intends to highlight mathematics as in/determinately plural as well as the need for axiology, epistemology, and ontology to be lived as inseparable from

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2

Landong, Ahmad, Supriyono Supriyono, Widia Angraini br purba, Fanny Alisha mrp, and Yuri ihza lazuardi. "Pengembangan Bahan Ajar Matematika Kelas V Sd Menggunakan Model Rme Terhadap Motivasi Belajar Siswa." Journal of Comprehensive Science (JCS) 2, no. 6 (2023): 1579–85. http://dx.doi.org/10.59188/jcs.v2i6.380.

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Penelitian ini bertujuan untuk mengetahui tingkat keefektifan dan kevalidan bahan ajar berbasis Realistic Mathematis Education (RME) terhadap motivasi belajar siswa kelas V di salah satu sekolah dasar di kota Medan. Penelitian ini bertujuan untuk mengetahui pengaruh Pendekatan Realistic Mathematic Education (RME) terhadap hasil belajar matematika ditinjau dari motivasi belajar matematika peserta didik. Jenis penelitian adalah penelitian Metode penelitian yang digunakan merupakan model 4D meliputi: Define/analisis (2) perancangan (design), (3) pengembangan (development), Subjek penelitian yaitu

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3

Xia, Ming, and Tie Jing Ying. "Progress in Enzymatic Membrane Bioreactor: A Review of Research Methodology and Reaction Characteristic." Advanced Materials Research 236-238 (May 2011): 2471–76. http://dx.doi.org/10.4028/www.scientific.net/amr.236-238.2471.

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The enzymatic membrane bioreactor (EMB), which is a combination of a membrane separation process and an enzymatic reaction, is increasingly applied in food and agriculture fields. This article reviews the previous literatures of this topic, and particularly focuses on mathemaitc models which simulate the EMB system behavior and factors restricting EMB performances. The article consists of three parts. The first sector discusses mathematic models of EMB which are mostly derived from Michaelis-Menten equation, Fick’s diffusion law, chemical equilibrium and material balance, and affecting factors

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4

van der Hoeven, Joris, Grégoire Lecerf, Bernard Mourrain, et al. "Mathemagix." ACM Communications in Computer Algebra 45, no. 3/4 (2012): 186–88. http://dx.doi.org/10.1145/2110170.2110180.

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5

Nasution, Mahyuddin K. M., Opim Salim Sitompul, Sawaluddin Nasution, Indra Aulia, and Marischa Elveny. "Mathematic." Journal of Physics: Conference Series 1566 (June 2020): 012030. http://dx.doi.org/10.1088/1742-6596/1566/1/012030.

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6

Hardi, Hardi, Wahyudi Wahyudi, Hardi Suyitno, Kartono Kartono, and YL Sukestiyarno. "The mathematic connection ability of pre-service teacher during online learning according to their learning style." Journal of Technology and Science Education 12, no. 1 (2022): 230. http://dx.doi.org/10.3926/jotse.1198.

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Mathematic connection is one of the basic abilities someone must have in order to learn mathematic successfully. Mathematic connection helps someone to understand the function of mathematics, improving mathematic concept, determining the correlation among mathematic concepts, and identifying the application of mathematic in the surrounding environment. The most common issue occur regarding this case is that the mathematic connection ability of mathematic pedagogy students are considerably low that finally result to low learning outcome. Moreover, mathematic learning is conducted online during

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7

Hutami, Erma Wahyu, Layli Umaya Sari, Ririn Nur Vitasari, and Bintang Wicaksono. "IDENTIFIKASI INDIKATOR KEMAMPUAN KOMUNIKASI MATEMATIS PADA SOAL USBN MATEMATIKA SD/MI TAHUN AJARAN 2018/2019." Delta: Jurnal Ilmiah Pendidikan Matematika 7, no. 2 (2019): 1. http://dx.doi.org/10.31941/delta.v7i2.924.

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Mathematic communication skills is one of the critical indicator in learning and evaluation of mathematic lesson. But in reality, not all tests accepted by students can upgrade their mathematic communication skills. Meanwhile based on Regulation from National Education Minister Number 22 Year of 2006 it is mentioned that one of the goals of mathematic learning is for students have capability to communicate ideas with symbols, tables, charts, and any other media to clarify the conditions or problems. Based on that it is necessary to identify mathematic communication skills indicator on mathemat

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8

Kuessner, Thilo. "Logbuch Mathematik." Mitteilungen der Deutschen Mathematiker-Vereinigung 26, no. 1 (2018): 23–25. http://dx.doi.org/10.1515/dmvm-2018-0009.

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9

Kuessner, Thilo. "Logbuch Mathematik." Mitteilungen der Deutschen Mathematiker-Vereinigung 28, no. 3 (2020): 152–55. http://dx.doi.org/10.1515/dmvm-2020-0047.

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10

Kuessner, Thilo. "Logbuch Mathematik." Mitteilungen der Deutschen Mathematiker-Vereinigung 28, no. 4 (2020): 236–38. http://dx.doi.org/10.1515/dmvm-2020-0072.

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11

Kuessner, Thilo. "Logbuch Mathematik." Mitteilungen der Deutschen Mathematiker-Vereinigung 30, no. 2 (2022): 113–15. http://dx.doi.org/10.1515/dmvm-2022-0038.

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12

Kuessner, Thilo. "Logbuch Mathematik." Mitteilungen der Deutschen Mathematiker-Vereinigung 30, no. 3 (2022): 198–203. http://dx.doi.org/10.1515/dmvm-2022-0064.

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13

Kuessner, Thilo. "Logbuch Mathematik." Mitteilungen der Deutschen Mathematiker-Vereinigung 29, no. 3 (2021): 153–58. http://dx.doi.org/10.1515/dmvm-2021-0058.

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14

Kuessner, Thilo. "Logbuch Mathematik." Mitteilungen der Deutschen Mathematiker-Vereinigung 29, no. 3 (2021): 153–58. http://dx.doi.org/10.1515/dmvm-2021-0058.

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15

Kuessner, Thilo. "Logbuch Mathematik." Mitteilungen der Deutschen Mathematiker-Vereinigung 29, no. 2 (2021): 90–93. http://dx.doi.org/10.1515/dmvm-2021-0034.

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16

Herzog, Dominik. "Höhere Mathematik." return 8, no. 3 (2021): 14–15. http://dx.doi.org/10.1007/s41964-021-0758-8.

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17

Kuessner, Thilo. "Logbuch Mathematik." Mitteilungen der Deutschen Mathematiker-Vereinigung 29, no. 1 (2021): 30–33. http://dx.doi.org/10.1515/dmvm-2021-0012.

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18

Kuessner, Thilo. "Logbuch Mathematik." Mitteilungen der Deutschen Mathematiker-Vereinigung 25, no. 4 (2017): 230–33. http://dx.doi.org/10.1515/dmvm-2017-0067.

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19

Kuessner, Thilo. "Logbuch Mathematik." Mitteilungen der Deutschen Mathematiker-Vereinigung 30, no. 1 (2022): 34–37. http://dx.doi.org/10.1515/dmvm-2022-0013.

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20

Kuessner, Thilo. "Logbuch Mathematik." Mitteilungen der Deutschen Mathematiker-Vereinigung 29, no. 4 (2021): 226–29. http://dx.doi.org/10.1515/dmvm-2021-0081.

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21

Kuessner, Thilo. "Logbuch Mathematik." Mitteilungen der Deutschen Mathematiker-Vereinigung 25, no. 1 (2017): 46–49. http://dx.doi.org/10.1515/dmvm-2017-0015.

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22

Kuessner, Thilo. "Logbuch Mathematik." Mitteilungen der Deutschen Mathematiker-Vereinigung 25, no. 2 (2017): 114–17. http://dx.doi.org/10.1515/dmvm-2017-0033.

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23

Kuessner, Thilo. "Logbuch Mathematik." Mitteilungen der Deutschen Mathematiker-Vereinigung 26, no. 2-3 (2018): 112–15. http://dx.doi.org/10.1515/dmvm-2018-0031.

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24

Kuessner, Thilo. "Logbuch Mathematik." Mitteilungen der Deutschen Mathematiker-Vereinigung 26, no. 4 (2018): 213–15. http://dx.doi.org/10.1515/dmvm-2018-0064.

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25

Kuessner, Thilo. "Logbuch Mathematik." Mitteilungen der Deutschen Mathematiker-Vereinigung 27, no. 1 (2019): 18–21. http://dx.doi.org/10.1515/dmvm-2019-0008.

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26

Kuessner, Thilo. "Logbuch Mathematik." Mitteilungen der Deutschen Mathematiker-Vereinigung 27, no. 2 (2019): 82–84. http://dx.doi.org/10.1515/dmvm-2019-0027.

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27

Kuessner, Thilo. "Logbuch Mathematik." Mitteilungen der Deutschen Mathematiker-Vereinigung 27, no. 3-4 (2019): 147–51. http://dx.doi.org/10.1515/dmvm-2019-0049.

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28

Kuessner, Thilo. "Logbuch Mathematik." Mitteilungen der Deutschen Mathematiker-Vereinigung 28, no. 1 (2020): 48–49. http://dx.doi.org/10.1515/dmvm-2020-0012.

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29

Kuessner, Thilo. "Logbuch Mathematik." Mitteilungen der Deutschen Mathematiker-Vereinigung 28, no. 2 (2020): 86–91. http://dx.doi.org/10.1515/dmvm-2020-0028.

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30

Wiedemann, Günther J. "Höhere Mathematik." Der Klinikarzt 47, no. 05 (2018): 185. http://dx.doi.org/10.1055/a-0587-1558.

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31

Mohr, Marcel. "Onkologische Mathematik." gynäkologie + geburtshilfe 29, no. 6 (2024): 56–58. https://doi.org/10.1007/s15013-024-5941-7.

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32

Mohr, Marcel. "Onkologische Mathematik." InFo Hämatologie + Onkologie 27, no. 10 (2024): 48–50. http://dx.doi.org/10.1007/s15004-024-0759-y.

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33

Kuessner, Thilo. "Logbuch Mathematik." Mitteilungen der Deutschen Mathematiker-Vereinigung 32, no. 3 (2024): 184–85. http://dx.doi.org/10.1515/dmvm-2024-0059.

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34

Mohr, Marcel. "Onkologische Mathematik." Uro-News 28, no. 7-8 (2024): 14–17. http://dx.doi.org/10.1007/s00092-024-6347-5.

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35

Kuessner, Thilo. "Logbuch Mathematik." Mitteilungen der Deutschen Mathematiker-Vereinigung 32, no. 4 (2024): 263–67. https://doi.org/10.1515/dmvm-2024-0089.

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36

Kuessner, Thilo. "Logbuch Mathematik." Mitteilungen der Deutschen Mathematiker-Vereinigung 31, no. 4 (2023): 248–51. http://dx.doi.org/10.1515/dmvm-2023-0079.

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37

Betsch, Gerhard. "Schlüsseltechnologie mathematik." Mathematical Intelligencer 27, no. 1 (2005): 88–89. http://dx.doi.org/10.1007/bf02984821.

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38

G., W., Gunther Hammerlin, and Karl-Heinz Hoffmann. "Numerische Mathematik." Mathematics of Computation 55, no. 191 (1990): 391. http://dx.doi.org/10.2307/2008814.

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39

Kuessner, Thilo. "Logbuch Mathematik." Mitteilungen der Deutschen Mathematiker-Vereinigung 31, no. 3 (2023): 180–83. http://dx.doi.org/10.1515/dmvm-2023-0058.

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40

Kuessner, Thilo. "Logbuch Mathematik." Mitteilungen der Deutschen Mathematiker-Vereinigung 31, no. 2 (2023): 104–6. http://dx.doi.org/10.1515/dmvm-2023-0036.

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41

Apfler, Sabine, Monika Musilek, and Anita Summer. "Zufällig Mathematik." R&E-SOURCE 10, no. 2 (2023): 4–11. http://dx.doi.org/10.53349/resource.2023.i2.a1169.

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Die Themen Daten, Wahrscheinlichkeit und Kombinatorik werden neu in den Lehrplan der Volksschule aufgenommen. Dies macht es notwendig, dass sich Lehrpersonen damit auseinandersetzen, wie diese Themenbereiche handlungsorientiert im Unterricht bearbeitet werden können. Beim Tag der Mathematik wurden in einem Workshop konkrete Praxisbeispiele zu allen Themenbereichen vorgestellt und der fachdidaktische Hintergrund diskutiert. Exemplarisch wird in diesem Beitrag jeweils ein Beispiel veranschaulicht.

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42

Musilek, Monika. "Natürlich Mathematik." R&E-SOURCE 10, no. 2 (2023): 31–40. http://dx.doi.org/10.53349/resource.2023.i2.a1167.

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Objekte aus der Natur können für Mathematiktreiben herangezogen werden. Vorgestellt wird ein Lernsetting, bei dem ausgehend von kugelförmigen Früchten (Orangen) die Leitidee des Messens handlungsorientiert umgesetzt wird. Mathematische Merkmale wie Volumen, Oberflächeninhalt werden mit Orangen untersucht. Es wird gezeigt, wie sich eine Verkettung von allen zentralen fachlichen Konzepten mit allen mathematischen Prozessen gemäß des Lehrplans 23 für die Sekundarstufe 1 realisieren lässt. Dokumente aus der Erprobung und dem Workshop ergänzen die Beschreibung.

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43

Kuessner, Thilo. "Logbuch Mathematik." Mitteilungen der Deutschen Mathematiker-Vereinigung 30, no. 4 (2022): 266–70. http://dx.doi.org/10.1515/dmvm-2022-0085.

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44

Kuessner, Thilo. "Logbuch Mathematik." Mitteilungen der Deutschen Mathematiker-Vereinigung 31, no. 1 (2023): 40–43. http://dx.doi.org/10.1515/dmvm-2023-0014.

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45

Kuessner, Thilo. "Logbuch Mathematik." Mitteilungen der Deutschen Mathematiker-Vereinigung 32, no. 1 (2024): 38–41. http://dx.doi.org/10.1515/dmvm-2024-0014.

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46

Kuessner, Thilo. "Logbuch Mathematik." Mitteilungen der Deutschen Mathematiker-Vereinigung 32, no. 2 (2024): 137–38. http://dx.doi.org/10.1515/dmvm-2024-0040.

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47

Kuessner, Thilo. "Logbuch Mathematik." Mitteilungen der Deutschen Mathematiker-Vereinigung 33, no. 1 (2025): 48–50. https://doi.org/10.1515/dmvm-2025-0014.

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48

Kuessner, Thilo. "Logbuch Mathematik." Mitteilungen der Deutschen Mathematiker-Vereinigung 33, no. 2 (2025): 128–30. https://doi.org/10.1515/dmvm-2025-0039.

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49

Iskandar. "THE EFFECT KIND OF WRITTEN TEST AND BELIEF OF MATHEMATIC TOWARD MATHEMATICRESULT." JISAE: Journal of Indonesian Student Assessment and Evaluation 5, no. 1 (2019): 45–50. http://dx.doi.org/10.21009/jisae.v5i1.11920.

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This study aim is to find out the effect kind of written test and belief of mathematic toward mathematic result. The sample in this research is the second grade of vocational school of YPI Way Jepara. The dependent variable is mathematic result and independent variable is kind of written test that are depent to problem solving test and structure exercise method test, and belief of mathematic that are depent to positive and negative category. The instrument that use are mathematic result test and quisioner about mathematic belief. The method used was an quasi experiment method using the treatme

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50

Iskandar. "THE EFFECT KIND OF WRITTEN TEST AND BELIEF OF MATHEMATIC TOWARD MATHEMATICRESULT." JISAE: JOURNAL OF INDONESIAN STUDENT ASSESMENT AND EVALUATION 5, no. 1 (2019): 45–50. http://dx.doi.org/10.21009/jisae.051.05.

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This study aim is to find out the effect kind of written test and belief of mathematic toward mathematic result. The sample in this research is the second grade of vocational school of YPI Way Jepara. The dependent variable is mathematic result and independent variable is kind of written test that are depent to problem solving test and structure exercise method test, and belief of mathematic that are depent to positive and negative category. The instrument that use are mathematic result test and quisioner about mathematic belief. The method used was an quasi experiment method using the treatme

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