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Relevant bibliographies by topics / Social sciences Mathematics Textbooks. Social sciences Mathematics Mathematics. Social sciences

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Academic literature on the topic 'Social sciences Mathematics Textbooks. Social sciences Mathematics Mathematics. Social sciences'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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Journal articles on the topic "Social sciences Mathematics Textbooks. Social sciences Mathematics Mathematics. Social sciences"

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Greiffenhagen, Christian, and Wes Sharrock. "Does mathematics look certain in the front, but fallible in the back?" Social Studies of Science 41, no. 6 (2011): 839–66. http://dx.doi.org/10.1177/0306312711424789.

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In this paper we re-examine the implications of the differences between ‘doing’ and ‘writing’ science and mathematics, questioning whether the way that science and mathematics are presented in textbooks or research articles creates a misleading picture of these differences. We focus our discussion on mathematics, in particular on Reuben Hersh’s formulation of the contrast in terms of Goffman’s dramaturgical frontstage–backstage analogy and his claim that various myths about mathematics only fit with how mathematics is presented in the ‘front’, but not with how it is practised in the ‘back’. By investigating examples of both the ‘front’ (graduate lectures in mathematical logic) and the ‘back’ (meetings between supervisor and doctoral students) we examine, first, whether the ‘front’ of mathematics presents a misleading picture of mathematics, and, second, whether the ‘front’ and ‘back’ of mathematics are so discrepant that mathematics really does look certain in the ‘front’, but fallible in the ‘back’.

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Savage, Corey, Nicolas Hübner, Martin Biewen, Benjamin Nagengast, and Morgan S. Polikoff. "Social Studies Textbook Effects: Evidence From Texas." AERA Open 7 (January 2021): 233285842199234. http://dx.doi.org/10.1177/2332858421992345.

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Well-informed decisions on curricular materials can be an efficient way to boost student achievement. Prior studies have employed experimental and quasi-experimental designs to investigate the effects of textbooks on mathematics achievement. This is the first study to consider textbook effects in social studies education. Within the context of a textbook adoption cycle in Texas, we use a difference-in-differences approach with district-level administrative data and estimate the effects of adopting a state-approved textbook on social studies achievement. We find no evidence of a practically meaningful adoption effect. We conclude by highlighting the need for further high-quality research in this often-overlooked school subject area.

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Radtka, Catherine. "How Place and Audience Matter: Perspectives on Mathematics Plural Identities from Late 1950s French and English Middle School Textbooks." Science in Context 29, no. 4 (2016): 473–521. http://dx.doi.org/10.1017/s0269889716000211.

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ArgumentIn this paper, I argue that studying school textbooks is a fruitful way to investigate mathematical conceptions in different national contexts. These sources give access to the written production of an extended mathematical milieu whose members write for various audiences. By studying the case of late 1950s French and English textbooks issued for a growing audience of 11- to 15-year-old pupils, I show that a plurality of conceptions was projected at the time onto pupils and their teachers in both national contexts. I link this diversity to contemporaneous debates regarding mathematics teaching and argue that textbooks themselves have to be considered as active agents of such debates.

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Gryganska, I., N. Burmaka, and I. Kalashnyk. "NADIYA SHULGINA-ISCHUK: BIOGRAPHY, HERITAGE." Fundamental and applied researches in practice of leading scientific schools 27, no. 3 (2018): 123–30. http://dx.doi.org/10.33531/farplss.2018.3.15.

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In remembrance of Professor of Mathematics Nadiya Shulgina-Ishchuk, a scientist, teacher, public figure, author of the first Ukrainian mathematical school textbook on the Dnieper Ukraine, correspondent member of the Ukrainian Free Academy of Sciences.  On the basis of personal meetings with N.Ya. Shulgina-Ishchuk’s daughter Natalia Romanivna Ishchuk-Pazuniak in 2009 and 2010, and the working out of sources of special literature, including the little-known, the pages of the lifeway, professional, scientific and social activities of Professor of Mathematics N.Ya. Shulgina-Ishchuk – a well-known scientist, educator, public figure, author of the first Ukrainian mathematical school textbook, correspondent member of the Ukrainian Academy of Arts and Sciences in the U.S.A., are illuminated.

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Dede, Yüksel. "Values in Turkish Middle School Mathematics Textbooks." Quality & Quantity 40, no. 3 (2006): 331–59. http://dx.doi.org/10.1007/s11135-005-6133-8.

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Høyrup, Jens. "The Formation of “Islamic Mathematics” Sources and Conditions." Science in Context 1, no. 2 (1987): 281–329. http://dx.doi.org/10.1017/s0269889700000399.

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The ArgumentThe development of autonomous theoretical science is often considered a “Greek miracle.” It is argued in the present paper that another “miracle,” necessary for the creation of modern science, took place for the first time in the Islamic Middle Ages, viz. the integration of (still autonomous) theory and (equally autonomous) practice.The discussion focuses on the mathematical disciplines. It starts by investigating the plurality of traditions which were integrated into Islamic mathematics during its formation, emphasizing practitioners' “sub-scientific” traditions, and shows how these were synthesized in a way virtually unknown in earlier cultures. A discussion of the sociocultural roots of this specific synthesis concludes that a major role was played in the earlier period by the combination of fundamentalist convictions characteristic of Islam – that the most humble daily activity is directly responsible to the highest ontological level, while conversely this highest level is concerned with the humblest ranks of daily existence – with the absence of an institutionalized “Church” able to monopolize the interpretation of the mutual bond of the divine and the everyday levels.As the institutions of learning crystallized around the turn of the millennium, the integrative attitude to theory and practice was fixated institutionally; the latter process is discussed, first with the example of the madrasah institution as the carrier of an arithmetical textbook tradition, and second with that of the bond between astronomy and theoretical geometry.

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NOVYTSKA, Lyudmyla. "THE ROLE OF MATHEMATICAL EDUCATION IN PROFESSIONAL TRAINING OF SPECIALISTS FOR THE TOURISM SECTOR." "EСONOMY. FINANСES. MANAGEMENT: Topical issues of science and practical activity", no. 3 (43) (March 2019): 78–85. http://dx.doi.org/10.37128/2411-4413-2019-3-7.

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At the current stage of social and economic development of Ukraine, the processes of globalization, integration and informatization of society raise qualitatively new challenges in the field of higher education. Ukraine has recently been focusing on European countries, which consider the tourism sector as a priority area for their economic development. This area of investment is very attractive, creates new jobs and is characterized by a high level of efficiency. Therefore, the socio-economic success of the country as a whole depends on the professional training of future tourists. The basis for the development of specialist-tourist skills is mathematical disciplines, including the discipline "Higher and Applied Mathematics". There is an intensive process of mathematization of knowledge, involving mathematical apparatus in the study of natural sciences, humanities, economics and social sciences, which in turn forms a certain level of mathematical culture of students of universities. The purpose of teaching the course "Higher and Applied Mathematics" is to provide students with basic knowledge of mathematics, which enable them to further master the professional disciplines based on mathematical concepts. In this case, considerable attention should be paid to the formation of practical skills, the ability to apply mathematical methods when solving the tasks of professional activity. One of the tools for improving the quality of mathematical education for students-tourists is to update the content of courses that are read in the context of the future profession and modern socio-economic order. When considering a particular material, the idea of its connection with the future profession should be put on the foreground. In this regard, the course "Higher and Applied Mathematics" for students-tourists VNAU contains several critical sections covering all the main areas of application of mathematical methods in the tourism sector. Teaching is carried out in accordance with the typical curriculum for higher education institutions in the discipline "Higher and Applied Mathematics" for the specialty "Tourism", developed by the teachers of the Department of Mathematics, Physics and Computer Technologies, VNU taking into account the principle of professional orientation. Given the fact that for students the most important is the practical aspect of mathematics, the purpose of the course is to familiarize with the basic concepts and methods of studying modern mathematics necessary for further study of professional disciplines, as well as the formation of skills for the correct mathematical formulation of applied problems and the construction of simple mathematical models. The solution of many applications is due to cumbersome mathematical calculations, the need to visually present the results of calculations, check them, so it is advisable to use computer mathematical systems, in particular, Maccats, in practical classes in mathematics. Teachers of the Department of Mathematics of Physics and Computer Technologies are the ones who prefer it. To work with Mathcad, there are basic elementary skills in working with Windows applications, so you need to implement this environment from the first lessons when studying topics such as Linear Algebra, Differential and Integral Computing, Elements of Probability Theory and Mathematical Statistics. The use of information and communication technologies (ICT) in the educational process greatly enhances the opportunities of both the teacher and the student's cognitive abilities. ICTs allow to visualize and dynamize the process of studying the discipline "Higher and Applied Mathematics", to personalize and direct the educational process for the comprehensive development of personality, to substantially increase the volume, sources of receipt and the nature of the information necessary for a person, the means of its processing. They can have a significant impact on the methodology of holding higher and applied mathematics classes, requiring the teacher to use electronic textbooks, lecture notes, practical work, the testing system for assessing student knowledge, and global sources of information. They also facilitate the organization of effective independent work in non-attendance time for students. It should be noted that to date there are quite a few tutorials, collections of tasks that contain applied tasks that can be considered at lectures and practical classes on higher and applied mathematics. Work on the creation of such methodological materials is conducted, in particular, at the Department of Mathematics, Physics and Computer Technologies. Thus, changing requirements for a specialist in the field of tourism, which is conditioned by modernity, requires a permanent rearrangement of the structural elements of its preparation. Fundamental disciplines to a large extent are applied, and therefore a qualitative assimilation of basic and basic concepts of mathematical disciplines will contribute to the competitiveness and qualitative training of the future specialist.

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Krašna, Marjan, and Tomaž Bratina. "E-LEARNING MATERIALS FOR SOCIAL SCIENCE STUDENTS." Problems of Education in the 21st Century 61, no. 1 (2014): 77–87. http://dx.doi.org/10.33225/pec/14.61.77.

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Today's student population is rightfully categorized as digital natives. From the beginning of their education, they used ICT. The technological gadgets, internet, and social networks are like a glove to them. Such generation of students require more than just textbooks. In the 2013 University of Maribor establish a task force for e-learning materials development. The goal was to identify the optimal technological, didactical and financial approach to the long process of e-learning materials development. Members of the task force have many workshops presenting different views, acquired experiences from their previous projects, technological constraints, prediction, etc. During these workshops it was decided it would be the best to prepare different types of e-learning materials and test them by the students. From their feedbacks we could set the guidelines for large scale production. At the Faculty of Arts, Faculty of Natural Sciences and Mathematics and Faculty of Education students needs to acquire also the digital competences to become successful teachers. For special didactics study programs different types of e-learning materials were produced with different technological approach. The concept was to upgrade the previous deliverables (PowerPoint slides) and narrate them. Narrated slides would enable students to refresh their lectures and should be used as blended e-learning materials. Narrations were prepared in different format: textual narration, voice narration and video narration. But later it was decided that these types are not enough and a mix of narratives (integrated multimedia learning materials) could be used on individual slides depending on the content of the slide. Students first receive the lecture in the classroom and in the same week they need to study associated e-learning materials and write their review of corresponding e-learning materials. In their review students were required to log the required time for studying the e-learning materials; benefits and drawbacks; potential improvement of e-learning materials; and open text of impression of using e-learning materials. Effectiveness and outcomes were tested with the electronic quizzes. Students were highly motivated with these new types of learning materials and provide us valuable feedback. Most efficient were text narrated learning materials, but the favourite was integrated multimedia learning materials. Video and audio narrations take them more time to study since they were constrained with the speed of speech of the recorded lecturer. Key words: design, distance education, e-learning, learning materials, verification and validation.

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Stojšić, Ivan, Anđelija Ivkov-Džigurski, Olja Maričić, Jelena Stanisavljević, Jelena Milanković Jovanov, and Tamara Višnić. "Students' Attitudes toward the Application of Mobile Augmented Reality in Higher Education." Drustvena istrazivanja 29, no. 4 (2020): 535–54. http://dx.doi.org/10.5559/di.29.4.02.

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Virtual (VR) and augmented reality (AR) have emerged from the framework of academic and industrial laboratories and have acquired global attention. Currently, the focus shifted from the technologies themselves to finding adequate teaching and learning applications. In this paper, the students' attitudes toward the application of mobile AR (MAR) in higher education (HE) were researched (with a focus on augmented textbooks). The results showed that the students have a mostly positive attitude, and it is concluded that there was no statistically significant difference between the STEM (science, technology, engineering, and mathematics) and non-STEM students' opinions regarding this topic. Based on the results, the further research and integration of this technology into HE settings can be suggested.

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Kusaka, Satoshi. "Analysis of Mozambican Elementary Mathematics Textbooks Compared with Japanese Textbooks Focusing on Tasks and Exercises Related to the Real World." Global Journal of Educational Studies 6, no. 1 (2020): 1. http://dx.doi.org/10.5296/gjes.v6i1.16032.

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The importance of sociocultural perspective in curriculum emphasized in the context of Sustainable Development Goals (SDGs). Textbook has a strong relation of all three types, intended, implemented and attained curriculum. Therefore, analyzing sociocultural features of the textbooks leads to improving quality of education in the context of SDGs. This study aims to clarify the pertinent characteristics of Mozambican elementary mathematics textbooks from a sociocultural perspective (in comparison to Japanese ones) by focusing on how they treat ‘real-world’ mathematics. The following four perspectives are discussed: (1) Proportion of the tasks related to the real world via the introduction of new learning content (2) Proportion of exercises related to the real world (3) Categorization of the situation of the tasks and exercises related to the real world. As a result, we found that there are few problems which are related directly to the real world in the Mozambican elementary mathematics textbooks. The content of the problems related to the real world are about the tax system and salaries, which means students are given opportunities to view and think mathematically about their social system right from the elementary school age. In addition, various exercises related to social science topics are contained to help students to understand and hand down Mozambican culture.

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Dissertations / Theses on the topic "Social sciences Mathematics Textbooks. Social sciences Mathematics Mathematics. Social sciences"

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Lee, Suk-ching Penelope. "Teachers' usage of textbooks in primary six classes : an investigation on how primary six social studies and mathematics teachers use textbooks in their teaching /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18034093.

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Lee, Suk-ching Penelope, and 李淑靜. "Teachers' usage of textbooks in primary six classes: an investigation on how primary six social studies andmathematics teachers use textbooks in their teaching." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958783.

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Wallace, Christopher Conor. "Evolutionary game theory in the social sciences." Thesis, University of Oxford, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322749.

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Moore, Beverly. "The Mathematics Anxiety Rating Scale-Abbreviated: A Validity Study." TopSCHOLAR®, 1988. https://digitalcommons.wku.edu/theses/2653.

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The purpose of this study was to investigate the validity of a 25-item abbreviated version of the Mathematics Anxiety Rating Scale (Richardson & Suinn, 1972). Convergent and discriminant properties of the Mathematics Anxiety Rating Scale -Abbreviated (Alexander, Cobb, & Martray, 1986), as well as its sensitivity to individual differences were examined. Convergent validity was examined by studying the correlation between the two math anxiety scales, the MARS -A and the Fennema-Sherman Math Anxiety scale (FSMA). Discriminant validity was examined by studying the correlations between: (a) the MARS-A and a test anxiety scale (TAI), and (b) between the MARS -A and a general trait anxiety scale (STAI). Stepwise multiple regression analysis and Pearson Product -Moment correlation coefficients were used to investigate sensitivity to individual differences. The MARS-A functioned as the criterion variable. The predictor variables were American College Test (ACT) math scores, math coursework grade (Grade), confidence towards learning mathematics as measured by the Fennema-Sherman Confidence Scale (FSC), race (Race), sex (Sex), and age (Age). Convergent validity was demonstrated by a relatively high correlation between scores yielded by the two measures of math anxiety, viz., the MARS-A and FSMA (r = -.61). Evidence of discriminant validity was demonstrated by positive but compared to the convergent validity coefficient, lower correlations between the MARS -A and TAI (r = .44), and yet still a lower correlation between the MARS -A and the STAI (r = .31). The positive correlations among these instruments indicated that instruments of general trait anxiety, test anxiety, and mathematics anxiety measure various aspects of anxiety; however, the order in which the correlations rank suggest that these instruments do not all measure the same trait. The degree of correlation among scores supports the idea that as the instrument becomes more item specific (from measuring general trait anxiety to test anxiety to math anxiety), the correlation between scores obtained on the instruments become stronger in magnitude. FSC was the only predictor variable to enter the stepwise multiple regression prediction equation. The relationship indicates that confidence towards learning mathematics is the single, best predictor of scores obtained on the MARS -A. The negative direction of the correlation between FSC and MARS-A scores suggests that the more positive one's confidence is towards learning math, the lower one's math anxiety level. Although the MARS -A correlated significantly with other predictor variables, viz., ACT, Grade, and Age the shared variance between FSC, ACT, and Grade, and between ACT and Age imply that once the contribution of FSC to MARS-A scores was accounted for, remaining variables made no unique contribution.

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Stucke, Benjamin James Stucke. "The Interaction between Within-Group and Neighborhood-Level Social Behavior ofCooperatively Breeding Organisms." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1532471182186053.

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Wentzel, Carolyn. "A comparison of statistics anxiety and mathematics anxiety among graduate students in the social sciences." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ29123.pdf.

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Zhen, Yufeng. "A NOVEL SPAM CAMPAIGN IN ONLINE SOCIAL NETWORKS." VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/3290.

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The increasing popularity of the Online Social Networks (OSNs)\nomenclature{$OSNs$}{Online Social Networks} has made the OSNs major targets of spammers. They aim to illegally gather private information from users and spread spam to them. In this paper, we propose a new spam campaign that includes following key steps: creating fake accounts, picking legitimate accounts, forming friendships, earning trust, and spreading spam. The unique part in our spam campaign is the process of earning trust. By using social bots, we significantly lower the cost of earning trust and make it feasible in the real world. By spreading spam at a relatively low speed, we make the life span of our fake accounts much longer than in traditional spam campaigns. This means the trust we have earned can be used multiple times instead of only one time in traditional spam campaigns. We evaluate our spam campaign by comparing it with the traditional campaign, and the comparison shows that our spam campaign is less detectable and more efficient than the traditional campaign.

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Johansson, Joakim. "A Quantative Study of Social Media Echo Chambers." Thesis, Uppsala universitet, Matematiska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-339898.

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The changing online environment - where the breadth of the information we are exposed to is algorithmically narrowed - has raised concerns about the creation of "echo chambers"; in which individuals are exposed mainly to information already in alignment with their preconceived ideas and opinions. This thesis explores the role of Twitter as a social media and as an information network, and investigates if exposure to and participation in political discussions resembles echo chambers. The findings by analyzing the Twitter friendship network shows that users on Twitter tend to prefer to follow like-minded individuals to some extent, but not in the domain of what constitutes an echo chamber. However, analyzing all communication events associated to a set of influential politicians, newspapers, journalists and bloggers during a ten-day period in connection to the British general election in June 2017, reveals that users are more likely to engage with ideologically similar peers, than with users with different political beliefs from themselves. Data is collected using both the Twitter rest and streaming API, and is analyzed using methods from graph theory and social network analysis. One part of the project involves collection and analysis of several million tweets, in which case the cluster computing platform Apache Spark is used. The other part is concerned with finding the degrees of separation between accounts in the Twitter network, in which case the API is queried step-by-step.

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Olsson, Stephanie, and Jenny Olsson. "Gender within an Indonesian Mathematics Classroom." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29605.

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The sustainable development goals emphasise that gender equality within education is animportant problem. Furthermore, gender equality is more than just equal access for boys andgirls, it is important to look at what happens within the classroom. Thus, the aim of this studyis to explore gender within the mathematics classroom in Indonesia. More specifically, toexplore how gender is constructed and to get the pupils’ perspective on gender equality. Theresearch questions examined are:How is gender constructed in Indonesian mathematics classrooms?How do Indonesian pupils experience gender equality within the mathematics classrooms?To answer our research questions, we observed four mathematics classrooms in an Islamicprimary school in Indonesia. Furthermore, we handed out surveys to the pupils in order to gettheir perspective on gender equality. As a foundation for the analysis of these questions, weused the queer theory complemented with an interactionist view. According to the queertheory, gender is something that is constructed and all too often a dichotomy is used whendiscussing equality between the sexes. Thus, the intention of this study is to explore genderequality within mathematics by looking beyond this dichotomy.The results show that gender is being constructed both direct and indirect by the participantsin the mathematics classrooms. Both teachers and pupils act and behave in a way thatreinforces gender stereotypes. Although, when asked, the pupils thought that the teacherstreated the sexes equally and that the mathematics classroom was gender equal. Furthermore,the pupils agree that the girls are best in mathematics. However, girls tended to have lowerself-esteem than boys since they underestimated their knowledge to a greater extent.

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Lindkvist, Camilla, and Jeanette Göransson. "Vardagsrelaterad matematikundervisning. Mathematics education related to everyday life." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34830.

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Syftet med vår undersökning var att se huruvida lärare, elever och föräldrar i skolår tre samt iskolår sex anser att skolans matematikundervisning är relaterad till vardagen.Som metod för att få svar på denna fråga använde vi oss av en enkätundersökning somgenomfördes av lärare, elever och föräldrar i år tre och sex.Resultatet visar att föräldrarna anser att matematikundervisningen i skolan till stor delkan kopplas till den vardagsrelaterade matematiken medan majoriteten av elever och lärareendast menar att koppling förekommer till viss del.

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Books on the topic "Social sciences Mathematics Textbooks. Social sciences Mathematics Mathematics. Social sciences"

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J, Reynolds James, ed. Mathematical applications for the management, life, and social sciences. 9th ed. Brooks/Cole, Cengage Learning, 2009.

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Lial, Margaret L. Mathematics with applications. 8th ed. Addison-Wesley, 2003.

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Applied mathematics for the managerial, life, and social sciences. 4th ed. Thomson Brooks/Cole, 2007.

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R, Ziegler Michael, and Byleen Karl E, eds. Calculus for business, economics, life sciences, and social sciences. Pearson/Prentice Hall, 2010.

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Barnett, Raymond A. Calculus for business, economics, life sciences, and social sciences. Pearson/Prentice Hall, 2010.

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Finite mathematics for the managerial, life, and social sciences. 8th ed. Thomson Brooks/Cole, 2006.

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R, Ziegler Michael, and Byleen Karl E, eds. College mathematics for business, economics, life sciences, and social. Peason/Prentice Hall, 2010.

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Barnett, Raymond A. College mathematics for business, economics, life sciences, and social. Peason/Prentice Hall, 2010.

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Lial, Margaret L. Mathematics with applications: In the management, natural, and social sciences. Pearson Addison Wesley, 2010.

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Lial, Margaret L. Mathematics with applications: Inthe management, natural, and social sciences. 8th ed. Addison-Wesley, 2003.

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Book chapters on the topic "Social sciences Mathematics Textbooks. Social sciences Mathematics Mathematics. Social sciences"

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Haigh, John. "Social Sciences." In Mathematics in Everyday Life. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-27939-8_5.

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Haigh, John. "Social Sciences." In Mathematics in Everyday Life. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-33087-3_5.

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Hardt, Lukasz. "Economics – Physics of Social Sciences or Art?" In Trends in Mathematics. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-18212-4_25.

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Marozzi, Marco. "Combined Nonparametric Tests for the Social Sciences." In Springer Proceedings in Mathematics & Statistics. Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-2104-1_34.

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Lambek, J. "Binary Relations in the Social and Mathematical Sciences." In Logic and Foundations of Mathematics. Springer Netherlands, 1999. http://dx.doi.org/10.1007/978-94-017-2109-7_11.

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León, Teresa, and Vicente Liern. "Mathematics and Soft Computing in Music." In Soft Computing in Humanities and Social Sciences. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24672-2_23.

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Yang, Xin-She. "Social Algorithms and Optimization." In Handbook of the Mathematics of the Arts and Sciences. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-70658-0_105-1.

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Yang, Xin-She. "Social Algorithms and Optimization." In Handbook of the Mathematics of the Arts and Sciences. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-57072-3_105.

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Othman, Zarith Sofiah, Zulkifli Ab Ghani Hilmi, and Mariathy Karim. "Mathematics Outreach Program for Primary Schools." In Regional Conference on Science, Technology and Social Sciences (RCSTSS 2014). Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1458-1_46.

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Dawes, Michael J., and Michael J. Ostwald. "Space Syntax: Mathematics and the Social Logic of Architecture." In Handbook of the Mathematics of the Arts and Sciences. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-70658-0_6-1.

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Conference papers on the topic "Social sciences Mathematics Textbooks. Social sciences Mathematics Mathematics. Social sciences"

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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). Atlantis Press, 2019. http://dx.doi.org/10.2991/icesre-18.2019.50.

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FRANCO, CAMILO A., J. TINGUARO RODRÍGUEZ, and JAVIER MONTERO. "BIPOLARITY IN SOCIAL SCIENCES AND MATHEMATICS." In The 11th International FLINS Conference (FLINS 2014). WORLD SCIENTIFIC, 2014. http://dx.doi.org/10.1142/9789814619998_0057.

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Mrozek, Jaroslaw. "SOCIAL-CULTURAL CONTEXTS OF MATHEMATICS." In 2nd International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2015. Stef92 Technology, 2015. http://dx.doi.org/10.5593/sgemsocial2015/b31/s11.090.

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Smirnov, Eugene. "TECHNOLOGY OF SYNERGY REVEALING IN TEACHING OF MATHEMATICS." In NORDSCI Conference on Social Sciences. SAIMA CONSULT LTD, 2018. http://dx.doi.org/10.32008/nordsci2018/b1/v1/20.

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Fitriana, Fitriana, Edwin Musdi, and Azwir Anhar. "Development of learning design based on realistic mathematics education." In International Conferences on Educational, Social Sciences and Technology. Fakultas Ilmu Pendidikan, 2018. http://dx.doi.org/10.29210/20181103.

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Rahaju, Rahaju, and Rahutami Rahutami. "Development of Communicative Character through Mathematics Learning - A Monopoly Game Based." In Annual Conference on Social Sciences and Humanities. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0007420303440347.

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Palobo, Markus, Sadrack Luden Pagiling, and Khumaeroh Dwi Nur’aini. "Analysis of Effect of learning Style on Mathematics Learning Outcomes." In 3rd International Conference on Social Sciences (ICSS 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201014.106.

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Pratiwi, Chici, Neviyarni Neviyarni, and Solfema Solfema. "Contribution self efficacy and independent learning math toward students' mathematics learning outcomes." In International Conferences on Educational, Social Sciences and Technology. Fakultas Ilmu Pendidikan, 2018. http://dx.doi.org/10.29210/2018199.

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Salsabila, Nilza Humaira, Hapipi Hapipi, and Ulfa Lu’luilmaknun. "Students’ Perceptions Towards Educational Games Learning Media in Mathematics." In 1st Annual Conference on Education and Social Sciences (ACCESS 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200827.033.

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Ren, Cuiping, and Yinli Dong. "Mathematics Discipline Competition Promotes Teaching Reform of College Mathematics Course." In Proceedings of the 3rd International Conference on Economics and Management, Education, Humanities and Social Sciences (EMEHSS 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/emehss-19.2019.19.

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