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Journal articles on the topic 'Programming (mathematics)'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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1

Turskienė, Sigita. "Kompiuterinių matematikos sistemų programavimo kalbų lyginamoji analizė." Lietuvos matematikos rinkinys 44 (December 17, 2004): 377–82. http://dx.doi.org/10.15388/lmr.2004.31946.

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The paper analyses possibilities of programming languages of computer mathematics systems. The summary table of operations of 5 programming languages is presented. The advantages and disadvantages between programming languages of computer mathematics systems (MAPLE, MATHEMATICA, MATLAB) and professional programming languages (C/C++, PASCAL) are presented, too. That makes easier the application of computer mathematics systems in practice.

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2

Tasic, Milan, Predrag Stanimirovic, Ivan Stanimirovic, Marko Petkovic, and Nebojsa Stojkovic. "Some useful MATHEMATICA teaching examples." Facta universitatis - series: Electronics and Energetics 18, no. 2 (2005): 329–44. http://dx.doi.org/10.2298/fuee0502329t.

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We show how a computer algebra system in MATHEMATICA can be used in several elementary courses in mathematics for students. We have also developed an application in programming language DELPHI for testing students in MATHEMATICA.

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3

Stigberg, Henrik, and Susanne Stigberg. "Teaching programming and mathematics in practice: A case study from a Swedish primary school." Policy Futures in Education 18, no. 4 (December 17, 2019): 483–96. http://dx.doi.org/10.1177/1478210319894785.

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Programming and computational thinking have emerged as compulsory skills in elementary school education. In 2018, Sweden has integrated programming in mathematics education with the rationale that it fosters problem solving and logical thinking skills and motivates students to learn mathematics. We investigated how teachers introduce programming in mathematics education in a Swedish primary school using an explorative case study. We followed four mathematics teachers during the first semester in which programming was mandatory. They taught second-, sixth- and ninth-grade students. Our contribu

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4

Kwon, Misun. "Analysis of Mathematical Elements for Programming Education Presented in Finnish 1st and 2nd Grade Elementary Mathematics Textbooks." Korean Society of Educational Studies in Mathematics - School Mathematics 25, no. 3 (September 30, 2023): 385–406. http://dx.doi.org/10.57090/sm.2023.09.25.3.385.

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Since 2016, Finland has been implementing programming education in elementary school mathematics. This study analyzed Finnish first and second grade elementary mathematics textbooks and tutorials that reflected programming education. Previous studies on programming were analyzed to extract mathematical elements for programming instruction, and based on the extracted sequence, rules, selection, variables, possibilities, logic elements, functions, and algorithm, the contents of elementary mathematics textbooks in Finland were analyzed. As a result of the analysis, in Finnish mathematics textbook

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Swanier, Cheryl, Cheryl Seals, and Elodie Billionniere. "Visual Programming: A Programming Tool For Increasing Mathematics Achivement." i-manager's Journal of Educational Technology 6, no. 2 (September 15, 2009): 1–5. http://dx.doi.org/10.26634/jet.6.2.784.

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Daher, Wajeeh, Nimer Baya'a, and Otman Jaber. "Mathematics Preservice Teachers’ Preparation in Designing Mathematics-Based Programming Activities Rich in Metacognitive Skills." International Journal of Emerging Technologies in Learning (iJET) 18, no. 06 (March 21, 2023): 71–82. http://dx.doi.org/10.3991/ijet.v18i06.36965.

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Programming problems enrich the environment of mathematics learning, adding the flavor of technology to these problems. This is especially true when this programming is Scratch based, where Scratch is being used to make students’ learning of mathematics more meaningful. This role of programming in the mathematics classroom points at the importance of preparing mathematics teachers for designing mathematics-based programming problems activities. The present research describes one attempt to prepare mathematics preservice teachers in designing mathematics-based programming problems activities th

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7

Freeman, T. L., A. L. Peressini, F. E. Sullivan, and J. J. Uhl. "The Mathematics of Nonlinear Programming." Mathematical Gazette 73, no. 464 (June 1989): 170. http://dx.doi.org/10.2307/3619709.

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8

Bar-On, Ehud. "A programming approach to mathematics." Computers & Education 10, no. 4 (January 1986): 393–401. http://dx.doi.org/10.1016/0360-1315(86)90015-1.

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Zotos, Kostas. "Object-oriented programming in Mathematics." Applied Mathematics and Computation 188, no. 2 (May 2007): 1562–66. http://dx.doi.org/10.1016/j.amc.2006.11.025.

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10

Lingefjärd, Thomas. "Empowering mathematics education through programming." Journal of Mathematics and Science Teacher 4, no. 1 (January 1, 2024): em053. http://dx.doi.org/10.29333/mathsciteacher/13847.

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One of my last assignments at the university of Gothenburg was to teach a sequence of three seminars in programming for prospective teachers (<i>n</i>=37). The three seminars are given in the introduction of this manuscript. Since this was a course for prospective upper secondary teacher of mathematics, it was decided that it should be a course in programming for learning mathematics. This manuscript is a research article but also a manuscript about programming in GeoGebra, Python, and Wolfram Alpha. The examples I shared with my students led me to write a book about programming. S

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11

Broley, Laura, France Caron, and Yvan Saint-Aubin. "Levels of Programming in Mathematical Research and University Mathematics Education." International Journal of Research in Undergraduate Mathematics Education 4, no. 1 (November 30, 2017): 38–55. http://dx.doi.org/10.1007/s40753-017-0066-1.

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12

Naganjaneyulu, V., Shaik Mohammed Ali, Mohd Irshad Ali, Masarath Jabeen, and Syed Naseeruddin. "Microsoft Mathematics as a Teaching and Learning Tool for Mathematics." International Journal of Management and Humanities 5, no. 4 (December 15, 2020): 55–59. http://dx.doi.org/10.35940/ijmh.b1140.125420.

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This article depicts how the utilization of Microsoft Mathematics(MM) programming has encouraged for educators to build up their capacities in two viewpoints: 1) solving tough problem 2) developing students focused instructing course of actions. The specified models explain that for a portion of the intense issues canbe introduced to the students, it is practically unworkable or extremely hard to physically make right drawings. To overcome this trouble, the utilization of MM programming has all the earmarks of being crucial. Furthermore, the utilization of this product can energize students cl

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13

Iyamuremye, Aloys, and Ezechiel Nsabayezu. "Mathematics and Science Teacher’s Conception and Reflection on Computer Programming with Scratch: Technological and Pedagogical Standpoint." International Journal of Education, Training and Learning 6, no. 1 (February 14, 2022): 11–16. http://dx.doi.org/10.33094/ijetl.v6i1.488.

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The current study investigates teachers' conception and reflection of computer programming from scratch in terms of technological and pedagogical standpoint. Mixed research approaches typically achievement tests and interviews were used to collect quantitative and qualitative data respectively. A total of twenty-one Mathematics and Science teachers were randomly selected to participate in the study. A paired t-test was used to analyze quantitative data from pre and post-test, while descriptive and interpretive analyses were used to analyze qualitative data from the interview. The results of th

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14

Herlina, Herlina, and Teady Matius Surya Mulyana. "ANALISIS PERSEPSI DAN HUBUNGAN PRESTASI BELAJAR MATEMATIKA DENGAN PRESTASI BAHASA PEMROGRAMAN." Jurnal Ilmiah Matematika dan Pendidikan Matematika 11, no. 1 (May 18, 2020): 1. http://dx.doi.org/10.20884/1.jmp.2020.12.1.1932.

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Mathematics is the basis before learning coding-based courses. This type of research is quantitative descriptive. Sample of 110 informatics engineering students. The results of the study showed a significant association of learning outcomes in mathematics with the achievement of learning programming languages. The magnification coefficient of 0.663 has a moderate and positive meaning. The contribution of mathematics in explaining programming languages is 43.97% and the remaining 56.03% is accepted by other variables. Students' perceptions of mathematics and programming languages consist of

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15

Leksono, Ibut Priono, and Sri Rahmawati Fitriatien. "Development of Mathematic Learning Set Based On Pedagogical Content Knowledge to Improve Mathematics Problem Solving Ability." Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang 5, no. 1 (January 18, 2021): 159. http://dx.doi.org/10.31331/medivesveteran.v5i1.1529.

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This research use development research wich aim to product mathematic learning that include implementation plans and woksheets based on pedagogical content knowledge in order to improve mathematical problem solving ability. The development model that used in this research uses four stages starting with define, then continue with design stage, next the develop stage, and the last stage is disseminate stage, or better known as 4D model. The mathematical problems that used in this research include linear programming problems that are solved with the integer programming method. The results of vali

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Amalia, Rizki, Fadilah Fadilah, Mamay Komarudin, and Jaka Wijaya Kusuma. "Development of Mathematics E-Books in Improving Mathematical Literacy and Entrepreneurial Spirit." AL-ISHLAH: Jurnal Pendidikan 13, no. 3 (December 30, 2021): 2425–34. http://dx.doi.org/10.35445/alishlah.v13i3.987.

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This study aimed to create an e-book on mathematics learning for vocational high school students in grade XI, complete with liner program material, using the ADDIE model development methodology (Analysis, Design, Development, Implementation, Evaluation). Based on the findings of the development of e-books on linear programming material for grade XI students at vocational high school in Langsa Aceh majoring in Online Business and Marketing, it can be concluded that the media is valid for use in learning mathematics with linear programming materials, then effective in improving mathematical lite

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17

Ionescu, Cezar, and Patrik Jansson. "Domain-Specific Languages of Mathematics: Presenting Mathematical Analysis Using Functional Programming." Electronic Proceedings in Theoretical Computer Science 230 (November 26, 2016): 1–15. http://dx.doi.org/10.4204/eptcs.230.1.

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18

Saez-Lopez, Jose-Manuel, Esteban Vazquez-Cano, and Maria-Luisa Sevillano-Garcia. "Scratch and visual block programming in mathematics: perceptions of preservice teachers in Columbia." Scientia Paedagogica Experimentalis 59, no. 1 (March 2022): 29–50. http://dx.doi.org/10.57028/s59-029-z1003.

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This research evaluates the use of visual block programming-based instruction and its possibilities in mathematics, from the perspective of future teachers. A visual programming environment was employed to introduce pre-service teachers to prepare mathematics activities and programming. The study followed a pre-experimental design with a sample of 65 pre-service teachers. A Wilcoxon test was used to evaluate the gains in the participants’ knowledge of computational concepts and attitudes towards Scratch as a pedagogic tool in mathematics. We analyzed open questions to evaluate the participants

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19

Wainwright, Roger L. "Introducing functional programming in discrete mathematics." ACM SIGCSE Bulletin 24, no. 1 (March 1992): 147–52. http://dx.doi.org/10.1145/135250.134540.

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20

Geete, Prof Nitin, and Prof Saurabh Verma. "MATLAB APPLICATIONS FOR MATHEMATICS STUDENTS." INTERNATIONAL JOURNAL OF MATHEMATICS AND COMPUTER RESEARCH 11, no. 01 (January 13, 2023): 3138–41. http://dx.doi.org/10.47191/ijmcr/v11i1.05.

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One of the oldest professions in human society is mathematics. It is closely tied to all stages of the development of human society's cognitive system. An essential tool for researching and resolving these real-world issues is mathematical modeling. A mathematical model is a structure that can be created mathematically by using the right tools and making the necessary, simplified assumptions about the underlying laws of a specific object and purpose in the real world. A mathematical model is an abstraction of real-world issues, to put it simply. Computer application technology has greatly infl

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21

Farid, Muhammad, Muhammad Yahya, and Dian Atmasani. "The Correlation Between Digital Simulation Learning, Basic Programming, Mathematics and Students’ Knowledge: Optimizing Students’ Skill Program for Learning Results." Journal of Educational Science and Technology (EST) 7, no. 3 (December 21, 2021): 298. http://dx.doi.org/10.26858/est.v7i3.24538.

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The study aims to investigate students learning results of Mathematics, Digital Simulation, and Basic Programming subjects in Vocational High School 7 Takalar and to identify the correlation between students’ learning results on Mathematics and Digital Simulation Subjects and Basic Programming Subject. The research method was ex-post facto. The number of population was 210 and the samples were 63. Data were collected using documentation and test. Hypotheses were tested after performing Prerequisite Test. Results of the study show that: (1) students’ learning results in Mathematics were in the

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22

Heipcke, Susanne. "An example of integrating constraint programming and mathematical programming." Electronic Notes in Discrete Mathematics 1 (March 1999): 84. http://dx.doi.org/10.1016/s1571-0653(05)80001-0.

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23

Liberti, Leo, Stéphane Le Roux, Jeremy Leconte, and Fabrizio Marinelli. "Mathematical programming based debugging." Electronic Notes in Discrete Mathematics 36 (August 2010): 1311–18. http://dx.doi.org/10.1016/j.endm.2010.05.166.

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24

Cornet, B., V. H. Nguyen, and J. P. Vial. "Mathematical programming study 30." Mathematical Programming 41, no. 1-3 (May 1988): 119–21. http://dx.doi.org/10.1007/bf01580757.

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25

Hoffman, K. L., R. H. F. Jackson, and J. Telgen. "Mathematical programming study 31." Mathematical Programming 41, no. 1-3 (May 1988): 395–98. http://dx.doi.org/10.1007/bf01580778.

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26

Fiacco, Anthony V. "Mathematical programming study 21." Mathematical Programming 31, no. 1 (January 1985): 118–21. http://dx.doi.org/10.1007/bf02591865.

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27

Gadanidis, George, Ricardo Scucuglia Rodrigues da Silva, Janette Hughes, Steven Floyd, and Immaculate Namukasa. "Computational Literacy & Mathematics Education." Revista Internacional de Pesquisa em Educação Matemática 12, no. 4 (November 19, 2022): 1–23. http://dx.doi.org/10.37001/ripem.v12i4.3144.

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Computer programming has permeated many fields as a tool to model phenomena and processes and to make new discoveries. Curricula in many jurisdictions have been revised to use computer languages across K-12, and in some cases in mathematics education. The literature suggests that while digital media in mathematics education can be used as tools that serve our purposes, they also serve to reorganize knowledge. This paper investigates the interactions among computer programming and mathematics teaching and learning. Our data sources are a) Ontario curriculum documents, b) resources developed by

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28

Octaria, Dina, Zulkardi Zulkardi, and Ratu Ilma Indra Putri. "Systematic Literature Review: How students learn linear programming with realistic mathematics education?" International Journal of Trends in Mathematics Education Research 6, no. 1 (March 30, 2023): 41–46. http://dx.doi.org/10.33122/ijtmer.v6i1.174.

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This study aims to investigate more deeply the material of linear programming with a realistic mathematics education (RME) approach. This research is a literature study with a descriptive qualitative research type with library research using various written sources such as articles from Springer, ScienceDirect, and Google Scholar. This study focuses on the characteristics of RME, the principles of RME, the steps of learning RME on linear programming material, and examples of implementing RME learning on linear programming material. From the results of previous research, it was found that using

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29

Klotz, Frederic S. "When Is a Program Like a Function?" Mathematics Teacher 79, no. 8 (November 1986): 648–51. http://dx.doi.org/10.5951/mt.79.8.0648.

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In some respects computer programming seems closely related to mathematics. Good programming requires the same combination of clear logic, attention to detail, and inventiveness that is characteristic of good mathematics. Yet many important concepts in programming—loops, pointers, arrays, and floating-point arithmetic, to name just a few are awkward to deal with in mathematical terms. Even the concept of a variable in computer science looks strange to someone accustomed to variables in mathematics.

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30

Dai, Siyang. "An approach to simulate basic concepts of mathematics with object-oriented programming." Theoretical and Natural Science 9, no. 1 (November 13, 2023): 123–31. http://dx.doi.org/10.54254/2753-8818/9/20240729.

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Traditional approaches to using data structures mainly focus on the improvement in algorithm efficiency but rarely take advantage of object-oriented programming that can simulate the definition of mathematic concepts in a way that is similar to human thinking mode, so traditional approaches cannot satisfy the need of simulating sets and their features and operations for mathematics studies. In this paper, the author pointed out the disadvantages of traditional ways, proposed a series of hypotheses describing the relationship between sets and classes such as inheriting and inclusion relationshi

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31

Elwes, Richard, and Rob Sturman. "Developing computational mathematics provision in undergraduate mathematics degrees." MSOR Connections 18, no. 2 (July 9, 2020): 59–65. http://dx.doi.org/10.21100/msor.v18i2.1097.

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Over the last ten years we have comprehensively embedded computational mathematics, and in doing so programming, into the undergraduate mathematics degree programmes at the University of Leeds. This case study discusses some of the practical, organisational and pedagogical issues we encountered, and how we addressed them.

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32

Eto, H. "Relationship of mathematical programming with mathematics, economic/regional planning and other specialties." Scientometrics 45, no. 2 (June 1999): 311–24. http://dx.doi.org/10.1007/bf02458439.

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33

Jones, Matthew M., and Alison Megeney. "Programming in Groups: developing industry-facing software development skills in the undergraduate mathematics curriculum." MSOR Connections 18, no. 2 (July 9, 2020): 18–24. http://dx.doi.org/10.21100/msor.v18i2.1087.

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Programming is increasingly becoming an expected graduate skill for mathematics students. We argue in this article that programming should be given the same priority as any other graduate skill. Given the practical and philosophical constraints placed on undergraduate mathematics curricula, however, we acknowledge the difficulty in introducing, in a meaningful way, many of the core ideas of programming. We therefore present a case study of a second year course on an undergraduate mathematics programme that introduces Object Oriented Programming and aspects of software design, as well as key pr

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34

Jones, Leslie, and Tim Smith. "Introductory Computer Programming Courses in Mathematics Curriculum." Teaching Mathematics and Computer Science 18, no. 1 (October 2020): 19–30. http://dx.doi.org/10.5485/tmcs.2020.0470.

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35

Dibiase, Julie. "Teaching Higher Order Mathematics through Graphics Programming." Journal of Educational Computing Research 15, no. 3 (October 1996): 261–81. http://dx.doi.org/10.2190/r2a6-lqt7-fpqw-u8f2.

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Most of the underlying concepts that pervade what is typically referred to as “higher” mathematics are relegated to the arena of the mathematical elite. The research presented here demonstrates that, given the proper pedagogical environment, these concepts are quite accessible for early high school students. Through SchemePaint, a graphics enhanced computer programming language, students learned the mathematical notion that a function can be a data object. Further, students were able to apply their knowledge of functions from within the graphics domain to solve novel mathematical problems. Thi

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36

Laurent, Manon, Rosamaria Crisci, Pascal Bressoux, Hamid Chaachoua, Cécile Nurra, Erica de Vries, and Pierre Tchounikine. "Impact of programming on primary mathematics learning." Learning and Instruction 82 (December 2022): 101667. http://dx.doi.org/10.1016/j.learninstruc.2022.101667.

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37

VanDrunen, Thomas. "Functional programming as a discrete mathematics topic." ACM Inroads 8, no. 2 (May 16, 2017): 51–58. http://dx.doi.org/10.1145/3078325.

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38

BRIDGES, DOUGLAS, and STEEVE REEVES. "Constructive Mathematics in Theory and Programming Practice." Philosophia Mathematica 7, no. 1 (February 1, 1999): 65–104. http://dx.doi.org/10.1093/philmat/7.1.65.

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39

Hvorecký, Jozef. "On a connection between programming and mathematics." ACM SIGCSE Bulletin 22, no. 4 (November 1990): 53–54. http://dx.doi.org/10.1145/122153.122164.

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40

Shafto, Sylvia A. "Programming for learning in mathematics and science." ACM SIGCSE Bulletin 18, no. 1 (February 1986): 296–302. http://dx.doi.org/10.1145/953055.5635.

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41

Henderson, Peter B. "Discrete mathematics as a precursor to programming." ACM SIGCSE Bulletin 22, no. 1 (February 1990): 17–21. http://dx.doi.org/10.1145/319059.319070.

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42

Kiyoumarsi, Farshad. "Mathematics Programming based on Genetic Algorithms Education." Procedia - Social and Behavioral Sciences 192 (June 2015): 70–76. http://dx.doi.org/10.1016/j.sbspro.2015.06.011.

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43

Ploger, Don, and Margaret Carlock. "Mathematics and molecules: Exploring connections via programming." Journal of Mathematical Behavior 15, no. 4 (December 1996): 441–52. http://dx.doi.org/10.1016/s0732-3123(96)90028-0.

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44

Cline, K., J. Fasteen, A. Francis, E. Sullivan, and T. Wendt. "Integrating Programming Across the Undergraduate Mathematics Curriculum." PRIMUS 30, no. 7 (August 20, 2019): 735–49. http://dx.doi.org/10.1080/10511970.2019.1616637.

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45

Dubinsky, Ed. "Isetl: A programming language for learning mathematics." Communications on Pure and Applied Mathematics 48, no. 9 (1995): 1027–51. http://dx.doi.org/10.1002/cpa.3160480905.

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46

Buteau, Chantal, and Eric Muller. "Assessment in Undergraduate Programming-Based Mathematics Courses." Digital Experiences in Mathematics Education 3, no. 2 (November 28, 2016): 97–114. http://dx.doi.org/10.1007/s40751-016-0026-4.

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47

Cafolla, Ralph. "Piagetian Formal Operations and other Cognitive Correlates of Achievement in Computer Programming." Journal of Educational Technology Systems 16, no. 1 (September 1987): 45–55. http://dx.doi.org/10.2190/gw1p-7bbk-dvwr-w3tu.

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The purpose of this study was to determine if success in writing computer programs is related to level of cognitive development, verbal ability, and mathematics reasoning. Subjects were drawn from students enrolled in beginning computer programming classes. Each subject was given the School and College Ability Test (SCAT II) test to assess mathematics and verbal levels and the Inventory of Piaget's Developmental Tasks (IPDT) to assess level of cognitive development. The instructor's final examination was used as a measure of computer programming ability. This study supports prior research show

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Sjöberg, Christer, Tove Risberg, Jalal Nouri, Eva Norén, and Lechen Zhang. "Programming as a tool for across-subjects learning in primary school." RUDN Journal of Informatization in Education 17, no. 3 (December 15, 2020): 179–89. http://dx.doi.org/10.22363/2312-8631-2020-17-3-179-189.

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Problem and goal. Computational thinking has been introduced in many countries around the world and teachers are working intensely to incorporate programming activities in the classroom. However, teachers are faced with several challenges due to the fact that there is still little research conducted focusing on programming education for younger children, that programming didactics is a rather new phenomenon for the K-9 educational system, and that K-9 teachers have little training with regards to programming. In Sweden for instance, programming has been introduced in several subjects and not a

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49

Iwamoto, S. "From Dynamic Programming to Bynamic Programming." Journal of Mathematical Analysis and Applications 177, no. 1 (July 1993): 56–74. http://dx.doi.org/10.1006/jmaa.1993.1243.

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Liberti, Leo, and Nelson Maculan. "Reformulation techniques in mathematical programming." Discrete Applied Mathematics 157, no. 6 (March 2009): 1165–66. http://dx.doi.org/10.1016/j.dam.2008.10.016.

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