Log in

Relevant bibliographies by topics / Strategies in Mathematics

Contents

Journal articles
Dissertations / Theses
Books
Book chapters
Conference papers
Reports

Academic literature on the topic 'Strategies in Mathematics'

Author: Grafiati

Published: 7 June 2025

Last updated: 26 June 2025

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Strategies in Mathematics.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Strategies in Mathematics"

1

Rahim, Mohd Bekri. "Teaching Strategies in Mathematics." Journal of Advanced Research in Dynamical and Control Systems 12, SP8 (2020): 671–76. http://dx.doi.org/10.5373/jardcs/v12sp8/20202569.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Marcel, Uwintije, and Faustin Mugiraneza Dr. "Influence of Teaching Strategies on Students' Competences in Mathematics in Public Secondary Schools of Rwanda." International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH) 10, no. 4 (2023): 158–68. https://doi.org/10.5281/zenodo.10205682.

Full text

Abstract:

<strong>Abstract:</strong> This research assessed the influence of teaching strategies towards student's competences in Rwandan public secondary schools. Specifically, the study has to find out preferred mathematics teaching strategies in selected Rutsiro public secondary schools, and to assess the relationship between mathematics' teaching strategies and student's competences in Rutsiro public secondary schools. The study intends to assist teachers to improve their teaching strategies that directly empower students' competences. The researcher used descriptive survey design for the first and the second research question and the correlation research design was used to find the relationship between the variables, where both quantitative and qualitative approaches were used, as well as questionnaires and guided interview to collect data. The survey was involving 132 Mathematic learning students that were sampled by using simple and stratified random sampling techniques from 440 mathematic learning students aged eighteen and above. And seven mathematics' teachers, seven Head of schools in public secondary schools that teach mathematics in A 'level in the schools of Rutsiro district which was sampled purposefully. The results showed that students learn mathematics effectively when in group and 50% responded strongly agree, 58% responded agree, while the total of 5.2% was in disagreement side. The confirmed that learning Mathematics helps them to solve problems in daily life as it was confirmed by 35% responded strongly agree and 38.6% responded agree. The same teachers confirmed that the use of ICT in teaching mathematics motivates learners in effective learning of mathematics and this is confirmed by 42.8% that responded strongly agree, 28.6% responded agree. The relationship between teaching strategies and students' competences in Mathematics showed that the regression a coefficient of the group learning of mathematics not statistically significant in explaining critical thinking and problem solving except the use of ICT in learning mathematics. The relationship was high and significant. Afterward, the ministry of education that should work hand in hand with different stakeholders in education so that a lot of effort be put in learning science especially mathematics, while the teacher were recommended to keep exploring the new strategies that can help learners learning mathematics effectively.<strong>Keywords:</strong> Mathematic competences, teaching strategies.<strong>Title:</strong> Influence of Teaching Strategies on Students' Competences in Mathematics in Public Secondary Schools of Rwanda<strong>Author:</strong> Marcel Uwintije, Dr. Faustin Mugiraneza<strong>International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH)</strong><strong>ISSN 2349-7831</strong><strong>Vol. 10, Issue 4, October 2023 - December 2023</strong><strong>Page No: 158-168</strong><strong>Paper Publications                                                                                     </strong><strong>Website: www.paperpublications.org</strong><strong>Published Date: 25-November-2023</strong><strong>DOI: </strong><strong>https://doi.org/10.5281/zenodo.10205682</strong><strong>Paper Download Link (Source)</strong><strong>https://www.paperpublications.org/upload/book/Influence%20of%20Teaching%20Strategies%20on%20Students-25112023-4.pdf</strong>

APA, Harvard, Vancouver, ISO, and other styles

3

Marcel, Uwintije, and Faustin Mugiraneza Dr. "Teaching Strategies for Students' Competences in Mathematics in Public Secondary Schools of Rwanda." International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH) 11, no. 1 (2024): 101–8. https://doi.org/10.5281/zenodo.10722145.

Full text

Abstract:

<strong>Abstract:</strong> This research assessed the influence of teaching strategies towards student’s competences in Rwandan public secondary schools. Specifically, the study has to examine the current status of teaching strategies and students ‘competences in mathematics from selected Rutsiro Public Secondary Schools. The study intends to assist teachers to improve their teaching strategies that directly empower students’ competences. The researcher used descriptive survey design for the first and the second research question and the correlation research design was used to find the relationship between the variables, where both quantitative and qualitative approaches were used, as well as questionnaires and guided interview to collect data. The survey was involving 132 Mathematic learning students that were sampled by using simple and stratified random sampling techniques from 440 mathematic learning students aged eighteen and above. And seven mathematics’ teachers, seven Head of schools in public secondary schools that teach mathematics in A ‘level in the schools of Rutsiro district which was sampled purposefully. The confirmed that learning Mathematics helps them to solve problems in daily life as it was confirmed by 35% responded strongly agree and 38.6% responded agree. The same teachers confirmed that the use of ICT in teaching mathematics motivates learners in effective learning of mathematics and this is confirmed by 42.8% that responded strongly agree, 28.6% responded agree. The relationship between teaching strategies and students’ competences in Mathematics showed that the regression a coefficient of the group learning of mathematics not statistically significant in explaining critical thinking and problem solving except the use of ICT in learning mathematics. The researcher recommended that the ministry of education that should work hand in hand with different stakeholders in education so that a lot of effort be put in learning science especially mathematics. <strong>Keywords:</strong><em> </em>Teaching strategies, mathematic competences. <strong>Title:</strong> Teaching Strategies for Students’ Competences in Mathematics in Public Secondary Schools of Rwanda <strong>Author:</strong> Marcel Uwintije, Dr. Faustin Mugiraneza <strong>International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH)</strong> <strong>ISSN 2349-7831</strong> <strong>Vol. 11, Issue 1, January 2024 - March 2024</strong> <strong>Page No: 101-108</strong> <strong>Paper Publications                                                                                     </strong> <strong>Website: www.paperpublications.org</strong> <strong>Published Date: 28-February-2024</strong> <strong>DOI: https://doi.org/10.5281/zenodo.10722145</strong> <strong>Paper Download Link (Source)</strong> <strong>https://www.paperpublications.org/upload/book/Teaching%20Strategies%20for%20Students’%20Competences-28022024-7.pdf</strong>

APA, Harvard, Vancouver, ISO, and other styles

4

Vazquez, M. Dorinda Mato, Rocío Chao, and Aurelio Chao. "Strategies to prevent anxiety towards mathematics." New Trends and Issues Proceedings on Humanities and Social Sciences 2, no. 1 (2017): 99–104. http://dx.doi.org/10.18844/prosoc.v2i11.1909.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

SIA, Alberto R. "Strategies in Problem Solving in Mathematics." Journal of Advanced Research in Dynamical and Control Systems 11, no. 09-SPECIAL ISSUE (2019): 48–51. http://dx.doi.org/10.5373/jardcs/v11/20192534.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Liu, Xiu Hong. "Study on College Mathematics Education and Teaching Strategies." Advanced Materials Research 403-408 (November 2011): 1648–51. http://dx.doi.org/10.4028/www.scientific.net/amr.403-408.1648.

Full text

Abstract:

In order to improve the quality of college mathematic education, cultivating rational thinking of people, and improving the quality of nation, this paper make a comprehensive and systematic survey and analysis on college mathematic education. Results show that the team-constructer and quality of students in university have been changed, and it is not optimistic for mathematic learning of students. For the above problems, it is important and necessary to adjust the teaching content, improving teaching methods and means, promoting the cultural ideas and history of mathematics, and show humanistic concern to students.

APA, Harvard, Vancouver, ISO, and other styles

7

Ghatpande, Kalpana Abhay. "Innovative Teaching Strategies in Mathematics and Statistics." International Journal of Trend in Scientific Research and Development Volume-3, Issue-2 (2019): 323–26. http://dx.doi.org/10.31142/ijtsrd20331.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

宋, 晓秋. "Infiltration Strategies of Mathematical Culture in College Mathematics Teaching." Creative Education Studies 12, no. 11 (2024): 597–601. http://dx.doi.org/10.12677/ces.2024.1211843.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Akgun, Levent. "Pre-service elementary mathematics teachers' problem solving strategies." International Journal of Academic Research 6, no. 2 (2014): 178–85. http://dx.doi.org/10.7813/2075-4124.2014/6-2/b.27.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Erbay, Gunes. "NAVIGATING MATHEMATICAL OBSTACLES: EIGHTH GRADE STUDENTS' JOURNEY IN OVERCOMING LEARNING CHALLENGES IN MATHEMATICS." Global Journal of Humanities and Social Sciences 03, no. 03 (2024): 01–07. http://dx.doi.org/10.55640/gjhss-social-326.

Full text

Abstract:

This study delves into the challenges encountered by eighth-grade students while learning mathematics and examines the strategies they employ to overcome these hurdles. Through qualitative analysis, data were collected from interviews, observations, and surveys conducted among a sample group of eighth-grade students. The findings shed light on various impediments such as conceptual difficulties, lack of motivation, and anxiety towards mathematics. Additionally, the study highlights effective techniques utilized by students to navigate these obstacles, including peer collaboration, engaging teaching methods, and personalized learning approaches. Understanding the dynamics of these challenges and strategies can inform educators and policymakers in developing targeted interventions to enhance mathematical learning experiences for eighth-grade students.

APA, Harvard, Vancouver, ISO, and other styles

More sources

Dissertations / Theses on the topic "Strategies in Mathematics"

1

Koong, May-kay Maggie. "Development of addition strategies in young children." Hong Kong : University of Hong Kong, 1990. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18033672.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Mustoe, Leslie. "Strategies for teaching engineering mathematics." Thesis, Loughborough University, 1988. https://dspace.lboro.ac.uk/2134/15428.

Full text

Abstract:

This thesis is an account of experiments into the teaching of mathematics to engineering undergraduates which have been conducted over twenty years against a background of changing intake ability, varying output requirements and increasing restrictions on the formal contact time available. The aim has been to improve the efficiency of the teaching-learning process. The main areas of experimentation have been the integration in the syllabus of numerical and analytical methods, the incorporation of case studies into the curriculum and the use of micro-based software to enhance the teaching process. Special attention is paid to courses in Mathematical Engineering and their position in the spectrum of engineering disciplines. A core curriculum in mathematics for undergraduate engineers is proposed and details are provided of its implementation. The roles of case studies and micro-based software are highlighted. The provision of a mathematics learning resource centre is considered a necessary feature of the implementation of the proposed course. Finally, suggestions for further research are made.

APA, Harvard, Vancouver, ISO, and other styles

3

Moutsios-Rentzos, Andreas. "University mathematics students : thinking styles and strategies." Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/2285/.

Full text

Abstract:

This study concentrates on the relationship between the students’ thinking styles (Stenberg, 1999) and the strategies (Kirby, 1988) the students employ when dealing with exam-type questions in mathematics. Thinking styles are the “preferred way[s] of using the ability one has” (Sternberg, 1999, p. 8) and are conceptualised to be relatively stable over time and context. A strategy is the “combination of tactics, or a choice of tactics, that forms a coherent plan to solve a problem” (Kirby, 1988, p. 230-231). The students’ attainment, the nature of task and the students’ views are also considered in this study. A three-phase study including both quantitative and qualitative techniques was designed with the aim of delineating this relationship. The study was conducted with 2nd year students (N=99) following a BSc in Mathematics in the Department of Mathematics of the University of Athens, although, for methodological reasons, additional data were collected from a broader group of undergraduates (NUG=224). The students’ thinking styles were identified through a version of the Sternberg-Wagner Thinking Styles Inventory (Sternberg, 1999), translated into Greek. Two main Style Cores were identified: Core I (creative, original, critical and non-prioritised thinking) and Core II (procedural, already tested and prioritised thinking). Based on these cores, the students were assigned to two clusters: Cluster 1C2C (High Core I/Low Core II) and Cluster 3C4C (High Core II/Low Core I). In order to identify the students’ strategies, the A-B-Δ strategy classification was introduced, expanding on Weber’s (2005) semantic, syntactic and procedural strategies. The AB-Δ strategies were grouped in three Strategy Types depending on their links with truth,memory and flexibility, respectively identified as: α-type, β-type and δ-type. Students assigned to Cluster 1C2C appeared to prefer more α-type and less β-type Initial Strategies than those assigned to Cluster 3C4C. The nature of the task appeared to affect this link. On the other hand, in the context of Back-Up Strategies, stylistic preferences and ‘high’ attainment appeared to regulate a link between the nature of the task and a Back-Up Strategy, rather than forming a style-strategy link (as in the case of Initial Strategy). Drawing from Skemp’s (1979) views about reality (inner and social) and survival (respectively, internal consistency and social survival), it is argued that the students choose different strategies, because they essentially perceive the given task in qualitatively different ways. The students’ different stylistic preferences indicate differences in their inner reality, thus affecting their choice of an ascertaining argument, which in turn determines their selection of Initial Strategy. The failure of the students’ Initial Strategy leads them to re-evaluate the task itself, thus resulting in a change of the reality in which the students have to survive and this, in turn, determines the students’ Back-Up Strategies.

APA, Harvard, Vancouver, ISO, and other styles

4

Swan, Paul, and Linda Marshall. "Mathematics games: Time wasters or time well spent?" Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80997.

Full text

Abstract:

Globally education authorities are placing increasing emphasis on the development of literacy and numeracy in primary schools. This paper reports on research designed to assist teachers to improve the numeracy of their students by making the use of mathematics games a more focused aspect of the teaching and learning experience in mathematics. Classroom experience and anecdotal evidence suggest that games are often used without really focussing on the mathematics involved in playing the game,and are justified simply on the basis of children having ‘fun’. In this paper we report on the use of one game, Numero and how teachers made use of the game and the impact on the children’s learning when using the game.

APA, Harvard, Vancouver, ISO, and other styles

5

Eriksson, Isabelle. "Lärares arbete med problemlösning i grundskolan : problemlösning som mål eller medel?" Thesis, Örebro universitet, Institutionen för naturvetenskap och teknik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-62554.

Full text

Abstract:

Syftet med denna studie var att försöka ta reda på hur lärare ser på problemlösning i matematikundervisningen och hur de väljer att göra den mer central i matematikundervisningen. Ambitionen var att finna lärarnas syn på problemlösning och strategier för hur de integrerar det i undervisningen. Jag valde att använda mig av fenomenografiska intervjuer som metod då den har som syfte att lyfta uppfattningar kring fenomenet. Tre lärare intervjuades, varav en undervisar i förskoleklass, en i årskurs 1 och en i årskurs 4. Utifrån studien framkommer det av resultatet att lärarna har som syfte att utveckla fler förmågor än bara problemlösningsförmågan. De intervjuade lärarna lyfter vikten av att problemlösning bör vara en central del i matematikundervisningen då den utvecklar flera förmågor/kompetenser. Lärarna hävdar även att de olika förmågorna utvecklas med varandra och behärskar inte eleven de andra förmågorna så är det svårt att vidga kompetenserna i problemlösning då den är den del i den stora förmågan. Det framkommer även att lärarna har egna strategier för hur man kan integrera problemlösning i undervisningen men ingen uttrycker att de har en gemensam strategi på respektive skola.<br>The purpose of this study was about to find out how teachers look at problem solving in teaching mathematics. The ambition was to find the teachers view of problem solving and strategies, and how they integrate it in their teaching. I choosed the phenomenographic interviews as a method. The purpose of phenomenographic interviews is raising perceptions about the phenomenon, that’s why I choosed this method. Three teachers were interviewed, in wich one are teaching in preschool, the second one in first grade and the third one in fourth grade. The results from the study reveal that the teachers have the purpose to develop several abilities/comptences. The teachers also claim that the different abilities develop with eachother, and if the student doesn’t master the other skills, it will be difficult to expand in problem solving as it is a part of the great competence. It also appears that the teachers have their own strategies for integrating problem solving in the teaching, but no one express that they have a common strategi in the respective school.

APA, Harvard, Vancouver, ISO, and other styles

6

Heron, Michele. "How does Self-Regulation impact student’s use of Mathematical Strategies in a Remedial Mathematics Course?" Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1290048945.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Galante, Dianna Rich Beverly Susan. "Web-based mathematics an examination of assessment strategies implemented in the online mathematics classroom /." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3088022.

Full text

Abstract:

Thesis (Ph. D.)--Illinois State University, 2002.<br>Title from title page screen, viewed January 5, 2006. Dissertation Committee: Beverly Rich (chair), Sherry Meier, Norma Presmeg. Includes bibliographical references (leaves 164-176) and abstract. Also available in print.

APA, Harvard, Vancouver, ISO, and other styles

8

Young, Po-yuk. "Profile of good computational estimators related mathematical variables and common strategies used." [Hong Kong] : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14420478.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Klingler, Kelly Lynn. "Mathematic Strategies for Teaching Problem Solving: The Influence of Teaching Mathematical Problem Solving Strategies on Students' Attitudes in Middle School." Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5381.

Full text

Abstract:

The purpose of this action research study was to observe the influence of teaching mathematical problem solving strategies on students' attitudes in middle school. The goal was to teach five problem solving strategies: Drawing Pictures, Making a Chart or Table, Looking for a Pattern, Working Backwards, and Guess and Check, and have students reflect upon the process. I believed that my students would use these problem solving strategies as supportive tools for solving mathematical word problems. A relationship from the Mathematics Attitudes survey scores on students' attitudes towards problem solving in mathematics was found. Students took the Mathematics Attitudes survey before and after the study was conducted. In-class observations of the students applying problem solving strategies and students' response journals were made. Students had small group interviews after the research study was conducted. Therefore, I concluded that with the relationship between the Mathematics Attitudes survey scores and journal responses that teaching the problem solving strategies to middle school students was an influential tool for improving students' mathematics attitude.<br>ID: 031001486; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: Enrique Ortiz.; Title from PDF title page (viewed July 24, 2013).; Thesis (M.Ed.)--University of Central Florida, 2012.; Includes bibliographical references (p. 88-92).<br>M.Ed.<br>Masters<br>Teaching, Learning, and Leadership<br>Education and Human Performance<br>K-8 Math and Science

APA, Harvard, Vancouver, ISO, and other styles

10

Lescault, Julia M. Rich Beverly Susan. "Problem-solving strategies of eighth-grade accelerated mathematics students." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064533.

Full text

Abstract:

Thesis (Ph. D.)--Illinois State University, 2002.<br>Title from title page screen, viewed February 7, 2006. Dissertation Committee: Beverly S. Rich (chair), Sherry L. Meier, Graham A. Jones, George A. Padavil, Larry D. Stonecipher. Includes bibliographical references (leaves 166-172) and abstract. Also available in print.

APA, Harvard, Vancouver, ISO, and other styles

More sources

Books on the topic "Strategies in Mathematics"

1

Widener, Sandra, and Kate Kinsella. Mathematics: Reading strategies. Globe Fearon, 2001.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

2

Drab, Fackler Janis K., Pickett Linda H, and Shell Education, eds. Strategies for teaching mathematics. Shell Education, 2010.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

3

Griese, Birgit. Learning Strategies in Engineering Mathematics. Springer Fachmedien Wiesbaden, 2017. http://dx.doi.org/10.1007/978-3-658-17619-8.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Associates, Inc Curriculum. Comprehensive assessment of mathematics strategies. Curriculum Associates, 2006.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

5

Associates, Inc Curriculum. Comprehensive assessment of mathematics strategies. Curriculum Associates, 2006.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

6

Sullivan, Peter. Teaching mathematics: Using research-informed strategies. ACER Press, 2011.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

7

1937-, Kenney Joan M., and Association for Supervision and Curriculum Development., eds. Literacy strategies for improving mathematics instruction. Association for Supervision and Curriculum Development, 2005.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

8

Whitin, David Jackman. Living and learning mathematics: Stories and strategies for supporting mathematical literacy. Heinemann, 1990.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

9

Stephen, Krulik, ed. Problem-solving strategies in mathematics: From common approaches to exemplary strategies. World Scientific, 2015.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

10

Jarrett, Denise. Inquiry strategies for science and mathematics learning. Northwest Regional Educational Laboratory, 1997.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

More sources

Book chapters on the topic "Strategies in Mathematics"

1

Blackburn, Barbara R., and Bradley S. Witzel. "Rigorous Mathematics Strategies." In Rigor for Students with Special Needs, 2nd ed. Eye on Education, 2021. http://dx.doi.org/10.4324/9780429354953-7.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Stojanovic, Srdjan. "Advanced Trading Strategies." In Computational Financial Mathematics using MATHEMATICA®. Birkhäuser Boston, 2003. http://dx.doi.org/10.1007/978-1-4612-0043-7_9.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Martcheva, Maia. "Control Strategies." In Texts in Applied Mathematics. Springer US, 2015. http://dx.doi.org/10.1007/978-1-4899-7612-3_9.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Abboud-Blanchard, Maha, and Aline Robert. "Strategies for Training Mathematics Teachers." In Mathematics Classrooms. SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-281-5_13.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Affili, Elisa, Serena Dipierro, Luca Rossi, and Enrico Valdinoci. "Strategies of the First Population." In Frontiers in Mathematics. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-67210-1_7.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Beauwens, R. "Modified incomplete factorization strategies." In Lecture Notes in Mathematics. Springer Berlin Heidelberg, 1990. http://dx.doi.org/10.1007/bfb0090898.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Bollman, Mark. "Betting Strategies: Why They Don't Work." In Basic Gambling Mathematics, 2nd ed. A K Peters/CRC Press, 2023. http://dx.doi.org/10.1201/9781003358183-6.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Codding, Robin S., and Ryan Martin. "Tier 3: Intensive Mathematics Intervention Strategies." In Handbook of Response to Intervention. Springer US, 2015. http://dx.doi.org/10.1007/978-1-4899-7568-3_22.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Notarnicola, Filippo. "Mathematical Formulation of Bioventing Optimal Design Strategies." In Mathematics in Industry. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-23413-7_153.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Stricker, Christophe. "Simple strategies in exponential utility maximization." In Lecture Notes in Mathematics. Springer Berlin Heidelberg, 2003. http://dx.doi.org/10.1007/978-3-540-36107-7_21.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Strategies in Mathematics"

1

He, Su, Zhaoying Chen, and Anxin Zhu. "The relationship between mathematics reverse quotient and mathematics learning strategies in junior high school students." In 2024 14th International Conference on Information Technology in Medicine and Education (ITME). IEEE, 2024. https://doi.org/10.1109/itme63426.2024.00194.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Kaur, Berinderjeet. "Mathematical literacy – A cornerstone of school mathematics." In INTERNATIONAL CONFERENCE ON MODELLING STRATEGIES IN MATHEMATICS: ICMSM 2024. AIP Publishing, 2025. https://doi.org/10.1063/5.0269192.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Ramadhona, R., and A. Wintarti. "Strategic Flexibility of Pre-Service Mathematics Teachers in Problem Solving: A Literature Review." In 3rd International Conference on Education, Teaching and Learning 2024. iConferences (Pvt) Ltd, 2025. https://doi.org/10.32789/edcon.2024.3107.

Full text

Abstract:

Abstract: A mathematical problem-solving strategy involves understanding and analyzing information, then translating it into mathematical form to find solutions. Strategic flexibility is the ability to use various strategies and being able to change and adapt strategies according to the situation at hand. This study presents a literature review on the strategies employed and strategic flexibility pre-service mathematics teachers in problem-solving. The research uses the Systematic Literature Review method, which consists of three stages, namely planning, conducting, and reporting. The articles were searched in the Publish or Perish database. The literature review reveals that pre-service mathematics teachers use three main types of strategies for solving mathematical problems: cognitive strategies, process-oriented strategies, and solution-focused strategies. The strategies used in solving problems can be algebraic strategies and non-algebraic strategies. Meanwhile, strategic flexibility consists of three criteria: strategy adaptation, intra-task strategic flexibility, and inter-task strategic flexibility. The strategic flexibility of pre-service teachers needs to be improved, pre-service teachers must have knowledge of strategy and have good flexibility in learning. Keywords: Pre-service mathematics teachers, Problem-solving, Strategic flexibility

APA, Harvard, Vancouver, ISO, and other styles

4

"Preface: The 2nd International Conference on Mathematics and Mathematics Education (ICMMEd) 2023." In INTERNATIONAL CONFERENCE ON MODELLING STRATEGIES IN MATHEMATICS: ICMSM 2024. AIP Publishing, 2025. https://doi.org/10.1063/12.0036199.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Bigotte, Emilia, and Vanda Santos. "STRATEGIES FOR SUPPORTING MATHEMATICS IN ENGINEERING." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2764.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Laurens, Theresia, Wilmintjie Mataheru, John N. Lekitoo, and Michael Inuhan. "Using GeoGebra classroom to learn mathematics." In INTERNATIONAL CONFERENCE ON MODELLING STRATEGIES IN MATHEMATICS: ICMSM 2024. AIP Publishing, 2025. https://doi.org/10.1063/5.0269202.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Mitchell, William F. "Strategies for hp‐adaptive Refinement." In NUMERICAL ANALYSIS AND APPLIED MATHEMATICS: International Conference on Numerical Analysis and Applied Mathematics 2008. American Institute of Physics, 2008. http://dx.doi.org/10.1063/1.2990902.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

"Preface: International Conference on Modelling Strategies in Mathematics." In INTERNATIONAL CONFERENCE ON MODELLING STRATEGIES IN MATHEMATICS: ICMSM 2024. AIP Publishing, 2025. https://doi.org/10.1063/12.0036551.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Afonso, Carlos, Fábio Ferreira, José Exposto, and Ana I. Pereira. "Comparing clustering and partitioning strategies." In NUMERICAL ANALYSIS AND APPLIED MATHEMATICS ICNAAM 2012: International Conference of Numerical Analysis and Applied Mathematics. AIP, 2012. http://dx.doi.org/10.1063/1.4756254.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Kucharski, Rafał. "Convergence of optimal strategies under proportional transaction costs." In Advances in Mathematics of Finance. Institute of Mathematics Polish Academy of Sciences, 2008. http://dx.doi.org/10.4064/bc83-0-11.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Strategies in Mathematics"

1

Sitabkhan, Yasmin, and Linda M. Platas. Early Mathematics Counts: Promising Instructional Strategies from Low- and Middle-Income Countries. RTI Press, 2018. http://dx.doi.org/10.3768/rtipress.2018.op.0055.1807.

Full text

Abstract:

This occasional paper examines common instructional strategies in early-grade mathematics interventions through a review of studies in classrooms in low- and middle-income countries. Twenty-four studies met the criteria for inclusion, and analyses reveal four sets of instructional strategies for which there is evidence from multiple contexts. Of the 24 studies, 16 involved the use of multiple representations, 10 involved the use of developmental progressions, 6 included supporting student use of explanation and justification, and 5 included integration of informal mathematics. Based on the review, we provide conclusions and recommendations for future research and policy.

APA, Harvard, Vancouver, ISO, and other styles

2

Nelson, Gena, Angela Crawford, and Jessica Hunt. A Systematic Review of Research Syntheses for Students with Mathematics Learning Disabilities and Difficulties. Boise State University, Albertsons Library, 2022. http://dx.doi.org/10.18122/sped.143.boisestate.

Full text

Abstract:

The purpose of this document is to provide readers with the coding protocol that authors used to code 36 research syntheses (including meta-analyses, evidence-based reviews, and quantitative systematic reviews) focused on mathematics interventions for students with learning disabilities (LD), mathematics learning disabilities (MLD), and mathematics difficulties (MD). The purpose of the systematic review of mathematics intervention syntheses was to identify patterns and gaps in content areas, instructional strategies, effect sizes, and definitions of LD, MLD, and MD. We searched the literature for research syntheses published between 2000 and 2020 and used rigorous inclusion criteria in our literature review process. We evaluated 36 syntheses that included 836 studies with 32,495 participants. We coded each synthesis for variables across seven categories including: publication codes (authors, year, journal), inclusion and exclusion criteria, content area focus, instructional strategy focus, sample size, methodological information, and results. The mean interrater reliability across all codes using this coding protocol was 90.3%. Although each synthesis stated a focus on LD, MLD, or MD, very few students with LD or MLD were included, and authors’ operational definitions of disability and risk varied. Syntheses predominantly focused on word problem solving, fractions, computer- assisted learning, and schema-based instruction. Syntheses reported wide variation in effectiveness, content areas, and instructional strategies. Finally, our results indicate the majority of syntheses report achievement outcomes, but very few syntheses report on other outcomes (e.g., social validity, strategy use). We discuss how the results of this comprehensive review can guide researchers in expanding the knowledge base on mathematics interventions. The systematic review that results from this coding process is accepted for publication and in press at Learning Disabilities Research and Practice.

APA, Harvard, Vancouver, ISO, and other styles

3

Noakes, Sierra, Alison Shell, Parker Van Nostrand, Alexis M. Murillo, Pati Ruiz, and Babe Liberman. AI-Powered Innovations in Mathematics Teaching & Learning: Initial Findings. Digital Promise, 2024. http://dx.doi.org/10.51388/20.500.12265/229.

Full text

Abstract:

This report discusses findings based on responses to a request for information (RFI) led by the Bill & Melinda Gates Foundation and Digital Promise, which received nearly 200 responses that described a variety of innovative approaches to leveraging artificial intelligence (AI) for mathematics teaching and learning. As AI becomes increasingly prevalent in education, three key questions often drive conversations around this emerging technology: What does AI in education look like today; what are the risks to leveraging AI in education and how might those risks be mitigated; and, what should AI’s role be in education? The report shares findings to support both education leaders with decisions about AI as well as providers in learning more about market saturation and strategies to mitigate risks.

APA, Harvard, Vancouver, ISO, and other styles

4

Fonseca, Jodie, Laiba Bahrawar, Margaret M. Dubeck, Yasmin Sitabkhan, Christopher Cummiskey, and Devanshi Unadkat. Girls Have Academic Advantages and So Do Boys: A Multicountry Analysis of Gender Differences in Early Grade Reading and Mathematics Outcomes. RTI Press, 2023. http://dx.doi.org/10.3768/rtipress.2023.rr.0049.2305.

Full text

Abstract:

This paper contains a new analysis of gender differences in early grade reading and mathematics outcomes in 19 USAID-funded studies over the past decade from 14 locations in Africa, Asia, Latin America, and the Middle East. The paper addresses gaps in the literature related to learning patterns for girls and boys in lower- and middle-income countries and in early primary school. We analyzed the results from reading and mathematics assessments in grades 2 and 3, including differences in oral reading fluency (ORF) and quantitative comparison scores between boys and girls, as well as differences in score distributions by gender. In line with results from assessments in upper grades and in wealthier countries, we found that girls consistently outperformed boys in reading. In mathematics, boys slightly outperformed girls, although the differences were typically not large. Global experience has shown that patterns in poor performance become more entrenched the further learners progress through the grades, suggesting that early interventions for boys in reading and girls in mathematics could have long-term benefits. At the same time, both girls and boys typically score below expectations in the two subjects across countries, necessitating targeted strategies to improve outcomes for both genders early in their educational trajectories.

APA, Harvard, Vancouver, ISO, and other styles

5

Sharpe, Pamela, Susan Wright, Sirene May Yin Lim, et al. Early intervention of Malay preschool teachers in promoting children’s mathematics learning. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22766.

Full text

Abstract:

The study focused on improving kindergarten teachers’ ability to nurture early numeracy development and learning in K2 children. An intervention involving the experimental group included teachers who had already attended in-service training, as part of the initial pilot project, to assist them to understand pedagogical principles, practices and strategies to assist children’s development of numeracy skills, problem solving and reasoning. Further teacher guidelines, detailed lesson plans and mentorship were also provided on how to implement this in the classroom. The research adopted a pre-test and post-test mixed-methods design involving an experimental group and a control group, comprising preschool children from five classes (N=221). Intact classes were matched to treatment and control conditions on the basis of Mendaki selection and centre choice of participation. Findings from the Math reasoning subtest of the (WIAT) Wechsler Individual Achievement (Test 2) and the (NCT) Numeracy Concept Test – a non-standardised test, showed that even though that at pre-test, the experimental groups were better on the WIAT and that they were similar on the NCT, both groups improved on the WIAT at post-test but the experimental groups maintained their superior performance on the post NCT. Improvements within experimental groups were also noted.

APA, Harvard, Vancouver, ISO, and other styles

6

Rosero-Bixby, Luis, and Tim Miller. The mathematics of the reproduction number R for Covid-19: A primer for demographers. Verlag der Österreichischen Akademie der Wissenschaften, 2021. http://dx.doi.org/10.1553/populationyearbook2022.res1.3.

Full text

Abstract:

The reproduction number R is a key indicator used to monitor the dynamics of Covid-19 and to assess the effects of infection control strategies that frequently have high social and economic costs. Despite having an analog in demography’s “net reproduction rate” that has been routinely computed for a century, demographers may not be familiar with the concept and measurement of R in the context of Covid-19. This article is intended to be a primer for understanding and estimating R in demography. We show that R can be estimated as a ratio between the numbers of new cases today divided by the weighted average of cases in previous days. We present two alternative derivations for these weights based on how risks have changed over time: constant vs. exponential decay. We then provide estimates of these weights, and demonstrate their use in calculating R to trace the course of the first pandemic year in 53 countries.

APA, Harvard, Vancouver, ISO, and other styles

7

Cruz Grünebaum, Ana Aidé, Kevin Renato Rojas Sandoval, Sophia Verónica Maldonado Bode, Amber Gove, and Jennifer Elizabeth Johnson Oliva. Teacher Researchers in Guatemala: Lessons From an Action Research Experience to Address Educational Gaps in the Classroom. RTI Press, 2025. https://doi.org/10.3768/rtipress.2025.op.0094.2501.

Full text

Abstract:

The purpose of this article is to describe the learnings of primary school teachers in rural Guatemala as a result of an action research experience. This experience took place in the context of the “Basic Education Quality and Transitions” activity, or BEQT, funded by the United States Agency for International Development (USAID) and implemented by RTI International and its partners Funcafé, Funsepa, Wayfree, and the Universidad del Valle de Guatemala (UVG). UVG’s Centro de Investigaciones Educativas (CIE), as an RTI partner, developed and implements the “Teacher Researchers” program. The action research program engages teachers in identifying and bridging gaps in students’ learning of mathematics, reading, and/or writing with students in grades 1–3. During the portion of the program described in this paper, teachers reflected on the lessons learned and strengthened their research skills in an effort to identify gaps in content, as well as applying and reflecting on potential solutions that they then translated into adjustments in lesson planning and implementation of teaching strategies. A categorical analysis of the teachers’ reflections on these experiences showed how strengthened research skills helped teachers identify areas of opportunity in using teaching strategies to improve the quality of teaching, thus allowing them to reflect on their own teaching practices.

APA, Harvard, Vancouver, ISO, and other styles

8

Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

Full text

Abstract:

To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.

APA, Harvard, Vancouver, ISO, and other styles

9

Ali, S. M. Zulfiqar, and Siban Shahana. The Quality Crisis: New Evidence on Learning In Primary Education in Bangladesh. Bangladesh Institute of Development Studies, 2024. http://dx.doi.org/10.57138/bemw2865.

Full text

Abstract:

Aimed at understanding the current competencies of students to inform sector strategies for recovery and future resilience, the study evaluated over 62,000 students across 1,661 government primary schools (GPSs), revealing profound insights into the pandemic's impact on primary education. The methodology, inspired by ASERs and NSAs, involved a multi-faceted analysis, including individual question performance, content domain-based analysis, and composite score assessment, to provide a nuanced understanding of third and fourth-grader student abilities across various cognitive levels, from basic literacy and numeracy to more complex skills like reading comprehension and arithmetic operations. It scrutinises educational achievement, socio-economic and geographical determinants, insights into the systemic challenges and pinpointing opportunities for targeted interventions. Key findings indicate a notable 8.7 per cent enrolment decline from 2019 to 2022, accentuated in char and coastal regions (18 per cent) with contrasted urban areas experience (3.3 per cent). Amidst adversity, over half of the surveyed students (56 per cent) continued their education, leveraging support from family and technology, and a concerning 7 per cent did not engage in any study. The analysis revealed distinct gender disparities in subject mastery, with girls surpassing boys in Bangla and boys leading in Mathematics. Moreover, urban learners consistently outperformed their rural counterparts, underscoring significant geographical disparities. The data underscore widespread basic or below-basic competency levels, highlighting the severe learning deficits exacerbated by pandemic-induced educational disruptions. The analysis emphasises the profound influence of parental education and socio-economic status on academic success, advocating for equity-focused educational strategies. It also stresses the importance of school infrastructure and access to learning resources in enhancing student performance. The enduring effects of the pandemic call for immediate and concerted action among government agencies, educators, and communities to remediate educational gaps and foster equitable, quality education, thus mitigating the long-term adverse effects on Bangladesh's young learners. This study illuminates the resilience of students and families, suggesting the potential of community-based support systems.

APA, Harvard, Vancouver, ISO, and other styles

10

Covan, John Morgan, Lisa Sena-Henderson, Rush D. Robinett, III, et al. Final report: mathematical method for quantifying the effectiveness of management strategies. Office of Scientific and Technical Information (OSTI), 2005. http://dx.doi.org/10.2172/876366.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!