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Journal articles 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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1

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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Ball, M. A. "Mathematics in the Social and Life Sciences." Biometrics 42, no. 1 (1986): 225. http://dx.doi.org/10.2307/2531270.

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12

Valadares Tavares, L. "Mathematics in the social and life sciences." European Journal of Operational Research 25, no. 1 (1986): 147–48. http://dx.doi.org/10.1016/0377-2217(86)90129-3.

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13

Kim, K. H., F. W. Roush, and M. D. Intriligator. "Overview of Mathematical Social Sciences." American Mathematical Monthly 99, no. 9 (1992): 838. http://dx.doi.org/10.2307/2324119.

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14

Bachtiar, Imam. "Printed-Book Reading Habits of Pre-Service Science-Teacher Students." TARBIYA: Journal of Education in Muslim Society 7, no. 2 (2021): 158–66. http://dx.doi.org/10.15408/tjems.v7i2.16888.

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AbstractMany studies reported that reading can improve academic achievements, critical thinking skills, confidence, social behavior, and all characters required by students to get a better job and better life. In the Disruption Era, however, many students are potentially disrupted by social media interactions that affected their reading habits. The present study was aimed to explore the reading habits of students in the printed textbook. The study was carried out in 2019, involving 469 students from three study programs of the Department of Mathematics and Science Education, i.e. Biology Education, Chemistry Education, and Physics Education. Data were collected using questionnaires in a convenience sampling method with a sample of about 70% of the population. Results show that 81% of students read printed textbooks two hours or less per day, and 53% spend less than one hour. There are a few students, however, who read textbooks more than four hours per day. Students' visit to the library is mostly (35%) 3-4 times per year and >5 times per year (33%). Reading for leisure is not very popular among the students. Multiple regression models showed that students' science textbooks, students' interest in information technology books, the number of literature read, and the number of bought-books significantly determine the duration of students' reading time. Potential methods to improve students' reading habits are discussed.AbstrakBanyak penelitian sudah melaporkan bahwa membaca dapat meningkatkan kemampuan akademis, ketrampilan berfikir kritis, perilaku sosial, dan semua karakter yang diperlukan mehasiswa untuk memperoleh pekerjaan yang bagus dan kehidupan yang lebih baik. Pada Era Disrupsi sekarang ini, banyak mahasiswa yang berpotensi terganggu oleh media interaksi sosial yang dapat mengganggu kebiasaan membaca mereka. Penelitian ini bertujuan untuk mengeksplorasi kebiasaan membaca buku teks cetakan pada mahasiswa. Penelitian dilakukan pada tahun 2019, yang melibatkan 469 mahasiswa sebagai sampel dari tiga program studi di Jurusan Pendidikan Matematika dan IPA, yaitu Pendidikan Biologi, Pendidikan Kimia, dan Pendidikan Fisika. Pengumpulan data dilakukan melalui kuesioner dengan metode convinience sampling, dengan jumlah sampel sekitar 70% dari populasi. Hasil penelitian mengungkapkan bahwa 81% mahasiswa membaca buku cetakan dua jam atau kurang per hari, dan 53% membaca kurang dari satu jam per hari. Sebagian kecil mahasiswa mengaku membaca buku cetakan lebih dari empat jam per hari. Kunjungan mahasiswa ke perpustakaan umumnya 3-4 kali per semester (35%) dan >5 kali per semester (33%). Kegiatan membaca untuk hiburan tidak populer pada mahasiswa. Model regresi berganda menunjukkan bahwa minat mahasiswa terhadap buku sains, minat mahasiswa terhadap buku teknologi informasi, jumlah buku sastra yang dibaca, dan jumlah buku yang dibeli mahasiswa, merupakan empat variabel yang dapat memprediksi lama waktu membaca mahasiswa. Cara-cara yang potensial untuk meningkatkan kebiasaan membaca mahasiswa didiskusikan.

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Doreian, Patrick. "Clashing Paradigms and Mathematics in the Social Sciences." Contemporary Sociology: A Journal of Reviews 37, no. 6 (2008): 542–45. http://dx.doi.org/10.1177/009430610803700611.

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Vinciarelli, Alessandro. "Capturing order in social interactions [Social Sciences]." IEEE Signal Processing Magazine 26, no. 5 (2009): 133–52. http://dx.doi.org/10.1109/msp.2009.933382.

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Senn, Peter. "Mathematics and the social sciences at the time of the modern beginnings of the social sciences." Journal of Economic Studies 27, no. 4/5 (2000): 271–92. http://dx.doi.org/10.1108/01443580010341745.

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Dyatel, E. P. "The Status of Economic Theory as a Scientific and Educational Discipline." Zhurnal Economicheskoj Teorii 18, no. 3 (2021): 374–88. http://dx.doi.org/10.31063/2073-6517/2021.18-3.4.

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The article examines the place of economic theory in the structure of scientific knowledge and its role in creating human capital. The comparative analysis focuses on the way knowledge is organized in natural (physics) and social (economics) disciplines. It is suggested that theoretical economics lies at the core of economic science, and there is also a protective belt of «auxiliary hypotheses» (I. Lakatos) comprising a range of economic theories (from political economy to neo-institutional economics) appears. Their categorical foundation coincides with objective knowledge (in the terminology of K. Popper), which should include basic categories, logical and mathematical methods, micro-economic bases of analysis, etc. Microeconomics is aimed at building mathematical models that reflect the rational behavior of economic agents. Its in-depth study is the prerogative of «textbooks for scientists» (in the classification of B. Bolzano). Within the higher education system, ‘microeconomic theory’ is studied at the level of postgraduate studies, which means that the disciplines that form the core of the economic science should be studied more intensively at the Bachelor’s and Master’s levels. In Master’s programs, what comes to the fore is the ‘textbooks for business people’ or the economy of industrial markets. The economy of industrial markets and other similar disciplines based on the categorical foundation of microeconomics offer practically oriented training (case studies and know-how). The content of economic theories includes a worldview component, which largely coincides with implicit (personal) knowledge (in the interpretation of M. Polanyi). This is where originates the critical attitude towards previous theories and progressive trends in the development of economic science. The factor that contributes to the formation of the ‘economic way of thinking’ (textbooks addressed to wider public) in the senior classes of specialized schools or at the level of Bachelor’s programs.

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Akbayır, Kamil. "Investigation of the Prospective Teachers’ Research and Reporting Capabilities of the Written Resources According to Their Branches." Journal of Education and Training Studies 7, no. 4 (2019): 215. http://dx.doi.org/10.11114/jets.v7i4.4090.

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The purpose of this study is to examine whether the prospective teachers' researching and reporting capabilities of the written resources varies from branch to branch. The present study is a descriptive study since an existing situation has been exhibited. A total of 97 fourth grade students consisiting of 21 prospective science teacher, 25 mathematic prospective teacher, 24 Turkish prospective teacher and 27 social studies prospective teacher from the Yüzüncü Yıl University Faculty of Education Primary School Teacher Education Department have been taken into the sample group during the 2017-2018 spring semester. For the data of this study, a 25-question questionnaire has been developed. The frequencies and the percentages of the data obtained from the questionnaire have been recorded. According to the findings obtained from the study, 75% of Turkish prospective teachers who participated in our survey had time to study extracurricularly, while 20.8% became those who spent the most time to study after class by stating that they had sometimes found time, 52% of mathematic prospective teachers found time to study extracurricularly, 32% of them sometimes found time to be found among the prospective teachers who participated in our study with the phrase that the least extracurricular teachers have been found. On the other hand, 64% of mathematic prospective teachers found time to read textbooks, 32% of them were time to read textbooks with their expressions as sometimes they found time. 41.7% of Turkish prospective teachers had time to read textbooks, 37.5% of them sometimes found time, and it was seen that among prospective teachers, it was the branch that found the least time to read textbooks.

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Radović-Marković, Mirjana, and Slađana Vujičić. "Prediction in social sciences." International Review, no. 1-2 (2021): 18–24. http://dx.doi.org/10.5937/intrev2102018r.

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Considerable interest has been shown over recent decades in the application of quantitative methods in social sciences. The purpose of this paper is to discuss the ability to make predictions in social sciences with a focus on economics. Quantification of social and economic phenomena from the start of application had a lot of supporters but even more opponents, mathematics and methodological knowledge have passed the test of time and have lost none of their importance to the present day. The paper concludes that, forecasts may more desirable for many reasons. Namely, a better and more complete understanding of future trends and their effects will improve theories and models in economics and other social sciences. These improvements will greatly benefit those who explicitly seek to create a "ready society."

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Otsuka, Kazuhiro. "Conversation Scene Analysis [Social Sciences]." IEEE Signal Processing Magazine 28, no. 4 (2011): 127–31. http://dx.doi.org/10.1109/msp.2011.941100.

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Pianesi, Fabio. "Searching for Personality [Social Sciences]." IEEE Signal Processing Magazine 30, no. 1 (2013): 146–58. http://dx.doi.org/10.1109/msp.2012.2219671.

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Kidwell, Peggy Aldrich. "Women in Mathematics." Minerva 45, no. 3 (2007): 353–56. http://dx.doi.org/10.1007/s11024-007-9053-z.

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Giaquinta, Mariano, and Hykel Hosni. "Mathematics in the social sciences: reflections on the theory of social choice and welfare." Lettera Matematica 3, no. 3 (2015): 101–9. http://dx.doi.org/10.1007/s40329-015-0093-1.

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GERJUOY, EDWARD, and ELIZABETH UREY BARANGER. "The Physical Sciences and Mathematics." ANNALS of the American Academy of Political and Social Science 502, no. 1 (1989): 58–81. http://dx.doi.org/10.1177/0002716289502001005.

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Brezavšček, Alenka, Janja Jerebic, Gregor Rus, and Anja Žnidaršič. "Factors Influencing Mathematics Achievement of University Students of Social Sciences." Mathematics 8, no. 12 (2020): 2134. http://dx.doi.org/10.3390/math8122134.

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The paper aims to investigate the main factors influencing the mathematics achievement of social sciences university students in Slovenia. A conceptual model was derived where three categories of variables were taken into account: attitude towards mathematics and math anxiety, engagement in learning activities, and attitude towards involving technology in learning mathematics. Data were collected for seven consecutive academic years and analysed using Structural Equation Modelling (SEM). The results showed a very high coefficient of determination for mathematics achievement (0.801), indicating that variables “Perceived Level of Math Anxiety”, “Self-Engagement in Mathematics Course at University”, and “Perceived Usefulness of Technology in Learning Mathematics”, together, explain 80.1% of the total variance. Based on our findings, we can conclude that teaching in secondary school is a crucial determinant for success in mathematics at university. It is essential to identify the best methods for secondary school math teachers which will help them give future students better entry-level knowledge for universities. These methods will, hopefully, also improve the level of mathematics self-confidence, as well as lower the level of math anxiety, which all considerably affect the performance of students in university mathematics.

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Moulin, Hervé. "Ki Hang Kim’s Contribution to the Mathematical Social Sciences." Acta Applicandae Mathematicae 126, no. 1 (2013): 9. http://dx.doi.org/10.1007/s10440-013-9804-9.

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Pantic, Maja, and Alessandro Vinciarelli. "Implicit human-centered tagging [Social Sciences." IEEE Signal Processing Magazine 26, no. 6 (2009): 173–80. http://dx.doi.org/10.1109/msp.2009.934186.

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Morency, Louis-philippe. "Modeling Human Communication Dynamics [Social Sciences." IEEE Signal Processing Magazine 27, no. 5 (2010): 112–16. http://dx.doi.org/10.1109/msp.2010.937500.

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30

Lavine, Shaughan. "Finite mathematics." Synthese 103, no. 3 (1995): 389–420. http://dx.doi.org/10.1007/bf01089734.

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Ochs, Magalie, and Catherine Pelachaud. "Socially Aware Virtual Characters: The Social Signal of Smiles [Social Sciences]." IEEE Signal Processing Magazine 30, no. 2 (2013): 128–32. http://dx.doi.org/10.1109/msp.2012.2230541.

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Selkirk, K. E., and M. A. Ball. "Mathematics in the Social and Life Sciences: Theories, Models and Methods." Mathematical Gazette 70, no. 454 (1986): 321. http://dx.doi.org/10.2307/3616217.

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Smith, David K., and M. A. Ball. "Mathematics in the Social and Life Sciences: Theories, Models and Methods." Journal of the Royal Statistical Society. Series A (General) 149, no. 4 (1986): 403. http://dx.doi.org/10.2307/2981727.

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Sriraman, Bharath, and Olof Steinthorsdottir. "Emancipatory and Social Justice Perspectives in Mathematics Education." Interchange 38, no. 2 (2007): 195–202. http://dx.doi.org/10.1007/s10780-007-9023-2.

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35

Zakaria, Effandi, and Norulpaziana Musiran. "Beliefs about the Nature of Mathematics, Mathematics Teaching and Learning Among Trainee Teachers." Social Sciences 5, no. 4 (2010): 346–51. http://dx.doi.org/10.3923/sscience.2010.346.351.

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36

Tharp, Leslie. "Myth and mathematics: A conceptualistic philosophy of mathematics I." Synthese 81, no. 2 (1989): 167–201. http://dx.doi.org/10.1007/bf00869329.

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Cozzens, Margaret. "Mathematical Models in the Social and Behavioral Sciences (Anatol Rapoport)." SIAM Review 27, no. 2 (1985): 266–67. http://dx.doi.org/10.1137/1027076.

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Gatica-Perez, Daniel. "Signal Processing in the Workplace [Social Sciences]." IEEE Signal Processing Magazine 32, no. 1 (2015): 121–25. http://dx.doi.org/10.1109/msp.2014.2359247.

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Weidlich, Wolfgang. "Sociodynamics––a systematic approach to mathematical modelling in the social sciences." Chaos, Solitons & Fractals 18, no. 3 (2003): 431–37. http://dx.doi.org/10.1016/s0960-0779(02)00666-5.

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Kennedy, Catriona, Georgios Theodoropoulos, Volker Sorge, Edward Ferrari, Peter Lee, and Chris Skelcher. "Data Driven Simulation to Support Model Building in the Social Sciences." Journal of Algorithms & Computational Technology 5, no. 4 (2011): 561–81. http://dx.doi.org/10.1260/1748-3018.5.4.561.

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Schumm, Walter R., and James Stevens. "Applied Multivariate Statistics for the Social Sciences." American Statistician 47, no. 2 (1993): 155. http://dx.doi.org/10.2307/2685203.

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Gonzalez, Richard. "Applied Multivariate Statistics for the Social Sciences." American Statistician 57, no. 1 (2003): 68–69. http://dx.doi.org/10.1198/tas.2003.s213.

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Rodríguez-Muñiz, Luis J., Patricia Díaz, Verónica Mier, and Pedro Alonso. "Washback Effect of University Entrance exams in Applied Mathematics to Social Sciences." PLOS ONE 11, no. 12 (2016): e0167544. http://dx.doi.org/10.1371/journal.pone.0167544.

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Chazan, Daniel. "Quasi-empirical views of mathematics and mathematics teaching." Interchange 21, no. 1 (1990): 14–23. http://dx.doi.org/10.1007/bf01809606.

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Temzelides, Ted. "Modeling the act of measurement in the social sciences." Journal of Mathematical Economics 46, no. 4 (2010): 607–15. http://dx.doi.org/10.1016/j.jmateco.2010.05.003.

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Packel, Edward W. "Game Theory in the Social Sciences Concepts and Solutions (Martin Shubik)." SIAM Review 29, no. 1 (1987): 158–60. http://dx.doi.org/10.1137/1029031.

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Tymoczko, Thomas. "Mathematics, science and ontology." Synthese 88, no. 2 (1991): 201–28. http://dx.doi.org/10.1007/bf00567746.

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Sassower, Raphael. "Economics: Rhetoric or Mathematics?" Philosophy of the Social Sciences 18, no. 4 (1988): 551–58. http://dx.doi.org/10.1177/004839318801800412.

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Shapiro, Stewart. "The Objectivity of Mathematics." Synthese 156, no. 2 (2007): 337–81. http://dx.doi.org/10.1007/s11229-005-5298-y.

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Doria, Francisco Antonio. "Informal versus formal mathematics." Synthese 154, no. 3 (2007): 401–15. http://dx.doi.org/10.1007/s11229-006-9126-9.

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