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Relevant bibliographies by topics / Views, Mathematics Curriculum

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Academic literature on the topic 'Views, Mathematics Curriculum'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 February 2022

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Journal articles on the topic "Views, Mathematics Curriculum"

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Rowlett, Peter. "Views of HE curriculum from ‘Young Researchers in Mathematics’." MSOR Connections 11, no. 3 (September 2011): 20–21. http://dx.doi.org/10.11120/msor.2011.11030020.

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Rachmawati, Intan. "Relationship between Views of Progressivism and Curriculum 2013 on Mathematics Learning." Journal of Mathematics and Mathematics Education 9, no. 2 (December 23, 2019): 1. http://dx.doi.org/10.20961/jmme.v9i2.48392.

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<span lang="EN-US">Progressivism is one of the streams that can contribute and require problem solving in mathematics learning. Progressivism supports changes for the better that prioritize students and develop various student abilities in the implementation of learning. Educational programs that prioritize students in the progressivism view of the curriculum. The 2013 curriculum is a learning system renewal that is expected to further develop the potential of students. The 2013 curriculum requires students who are passive to be active in order to solve problems in learning mathematics. The implementation of the 2013 curriculum changes previous learning activities towards a learning system more advanced so that students' ability to solve math problems can develop. This article aims to determine the relationship between progressivism views and the 2013 curriculum on mathematics learning. This article uses a literature study method. This data is obtained from some of the research results contained in books, journals, and proceedings that are related to the title of the article. The results show that the viewpoint of progressivism is interrelated with the 2013 curriculum in mathematics learning. Progressivism can make a major contribution to the development and progress in the implementation of the 2013 curriculum, it can be seen from the relationship between the two wanting a change in the learning process so that it focuses more on students. </span>

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Kim, Dong-Joong, Sung-Chul Bae, Sang-Ho Choi, Hee-Jeong Kim, and Woong Lim. "Creative Character Education in Mathematics for Prospective Teachers." Sustainability 11, no. 6 (March 21, 2019): 1730. http://dx.doi.org/10.3390/su11061730.

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This study examines preservice teachers’ perspectives of creativity and character education in mathematics through a university-based teacher education program. We developed a curricular unit on creative character education in a mathematics methods course and investigated participants’ (n = 56) emerging perspectives of teaching creativity and character by the integration of content and process in mathematics. Data were collected through pre- and post-questionnaires and transcribed course discussion and presentation sessions. A quantitative analysis of the questionnaires through a t-test confirmed key changes in participants’ perspectives, while the qualitative context of data illustrates the participants’ emergent views on creative character education in mathematics. Overall, findings suggest that a mathematics teacher education curriculum integrating mathematical creativity and character education has the potential to prepare future educators to implement pedagogy that bridges between process and content in school mathematics for the next generation of learners.

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Fiske, Michael B. "Soundoff: Are Teachers Prepared to Implement The Standards?" Mathematics Teacher 83, no. 4 (April 1990): 248–51. http://dx.doi.org/10.5951/mt.83.4.0248.

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The National Council of Teachers of Mathematics's Curriculum and Evaluation Standards for School Mathematics (Standards) (1989) presents a view of precollege mathematics t hat stresses the development of mathematical power. Framed within the context of students' needs, societal expectations, and engaging teaching, the Standards proposes to define the mathematical content of school mathematics. It responds to the crisis in mathematics education described in Everybody Counts: A Report to the Nation on the Future of Mathematics Education (National Research Council 1989), A Nation at Risk (National Commission on Excellence in Education 1983), and Educating Americans for the 21st Century (National Science Board Commission on Precollege Education in Mathematics, Science, and Technology 1983). Although representing a consensus of mathematics educators, the Standards does not present a research basis for its recommendations (NCTM 1988) and thus at times stands at odds with the descriptive accounts of current mathematics teaching practices found in The Underachieving Curriculum (McKnight et al. 1987) and The Mathematics Report Card (Dossey, Mullis, Lindquist, and Chambers 1988). This article examines implications for teaching of explicit and implicit assumptions in the Standards and compares them with other views in the literature.

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Fitriawan, Dona. "EKPLORASI BAHAN AJAR GEOMETRI DALAM KESINAMBUNGAN DISKURSUS MATEMATIKA." Jurnal Derivat: Jurnal Matematika dan Pendidikan Matematika 8, no. 1 (July 19, 2021): 11–20. http://dx.doi.org/10.31316/j.derivat.v8i1.1332.

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This research is an exploration of the implementation of learning geometry mathematics through discourse and aims to get a model of theaching materials as adevelopment of those used by lecturers so far. The research was carried out through questionnaires, direct observation, and discussion of critical discourse analysis and was linked to important needs in mathematicals literacy. Exploration is constructed through theoretical reviews, synthesis from previous research, and examples of development though discourse. The contens of the questionnaire follow the natural discourse of the presentation of theacing materials on the dispotitions of lecturers and students. In particular, the exploration of theaching materials as part of the means of disseminating a culture of mathematics, an aesthetic description of mathematics, and dominant aspecs of lecturers and students. Development road maps are done through centralized examination of discourse, where data tajen from oral and written delivery and from texts that extend views on mathematics and by opening the choice of lectures and students. The result showed the depth of the description of teaching materials without the assumption that curriculum were sufficient to obtain the effectiveness of mathematical literacy and as a more contextual product.Keywords: theaching material, curriculum, continuity of the discourse of mathematics

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Alajmi, Amal Hussain. "Addressing computational estimation in the Kuwaiti curriculum: teachers’ views." Journal of Mathematics Teacher Education 12, no. 4 (May 13, 2009): 263–83. http://dx.doi.org/10.1007/s10857-009-9106-3.

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Yllmaz, Gül Kaleli, Sevilay Alkan, Demet Baran, Hülya Elmas, and Bülent Güven. "Mathematics teachers’ views about measurement and evaluation dimension of new Turkish geometry curriculum." Procedia - Social and Behavioral Sciences 15 (2011): 2678–83. http://dx.doi.org/10.1016/j.sbspro.2011.04.169.

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Yee, Lee Peng. "What Might Happen to School Mathematics in 2013?" Southeast Asian Mathematics Education Journal 1, no. 1 (November 28, 2011): 85–89. http://dx.doi.org/10.46517/seamej.v1i1.13.

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The following commentary on the direction and substance of the curriculum reviewprocess currently happening in Singapore was included because of its interest toreaders from other countries. However, the views expressed here are those of theauthor, a respected and experienced Asian mathematics educator, and do notnecessarily reflect those of the editors or the international advisory panel.

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Campbell, Patricia F. "Microcomputers in the Primary Mathematics Classroom." Arithmetic Teacher 35, no. 6 (February 1988): 22–30. http://dx.doi.org/10.5951/at.35.6.0022.

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Picture a school-board meeting or a meeting of a school district's elementary curriculum committee. Raise the issue of integrating microcomputers into the elementary school's mathematics curriculum, and a debate will ensue. Focus the discussion on the use of microcomputers in the primary classroom, and the remarks will become intense and passionate. Although the diversity of comments prompted by such a discussion cannot be anticipated, two views will probably be voiced. Seeking the promise of a supposed competitive edge, one faction will favor microcomputer use while questioning whether the calculator threatens children's learning of the basics, that is, arithmetic. Citing the added danger of producing socially isolated children who are obsessed with the lure of microcomputers, another group will reject any form of technology in the primary classroom.

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Keynes, Harvey B. "THE CALCULUS CURRICULUM REFORM MOVEMENT: SOME VIEWS FROM THE OUTSIDE." PRIMUS 1, no. 4 (January 1991): 359–67. http://dx.doi.org/10.1080/10511979108965632.

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Dissertations / Theses on the topic "Views, Mathematics Curriculum"

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Nivens, Ryan Andrew. "Isometric and Orthogonal Views in 2-Dimensions." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/233.

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Keles, Ozkan. "An Investigation Of Elementary And Mathematics Teachers." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610423/index.pdf.

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The purpose of this study was to identify and describe elementary and mathematics teachers&rsquo
views about the new elementary school mathematics curriculum (NC). A total of 22 elementary teachers (grades 1-5) and mathematics teachers (grades 6-8) Alaca district of Ç
orum participated. The data were collected through one-to-one interviews with some of the participants and written responses for the interview questions provided by the rest of the participants. The findings indicated that the participants had positive views about the impact of the NC. Participants reported that the NC helped students reach meaningful learning through the instructional activities, new content, curriculum materials, and new assessment techniques. Participants had positive views about the new roles for the teachers and the students and the increased student motivation that the NC brought. They also expressed challenges in teaching due to the lack of materials, physical facilities, and time. Local differences impacted the implementation of the NC negatively in rural contexts. The intensity of the NC made instructional activities and the assessment processes difficult to implement in multi-grade and crowded classrooms. Participants did not feel efficient enough to implement the NC since they lacked adequate training and support. While teachers adopted the ideas that the NC brought, they adapted these practices to their existing practices. They reported performing a combination of NC practices and previous practices. Participants claimed that content of Ministry support should be more practice oriented, the curriculum materials should be sufficient in number, and the duration of mathematics lesson should be increased.

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Nivens, Ryan Andrew, Tara Carver Peters, and Jesse Nivens. "Views of Isometric Geometry." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/293.

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Perkowski, Michael. "Preservice elementary teachers' initial and post-course views of mathematical arguments| An interpretative phenomenological analysis." Thesis, University of Missouri - Columbia, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3576087.

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Recent curriculum recommendation call for mathematical argumentation to play a significantly greater role in U. S. mathematics instruction at all grade levels, including the elementary grades. To better understand how preservice elementary teachers (PTs) enrolled in a one-semester course emphasizing mathematical argumentation might become better prepared to implement this change, I interviewed five such PTs at two points in time, near the beginning of the course and shortly after they completed it. Both interviews focused on a problem set in which nine fictional elementary school students present arguments for their solutions to mathematical problems. Interviewees compared the arguments, decided which were convincing and which were not, and gave reasons for their choices. Using an interpretative, phenomenological approach, I analyzed their responses and found that they initially preferred arguments in which they perceived the arguer as knowing what to do, getting the correct answer, using a quick way to get it, showing how with numbers, and having the right attitude. In contrast, after they had completed the course, they focused on understanding the problem, finding answers that made sense, and explaining why with diagrams. They also viewed the arguer’s attitude as a more complex issue than they had at the beginning of the course. These and other findings suggest that current research on PTs’ approaches to mathematical justification may: (a) overemphasize the formal aspects of mathematical arguments and undervalue their substance, (b) overemphasize the role of verification and undervalue explanation, (c) be too far removed from PTs’ perspectives, and therefore (d) fail to accurately reflect significant progress in PTs’ understandings.

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Tuncay, Yildiz Banu. "A Case Study Of The Use Of Manipulatives In Upper Elementary Mathematics Classes In A Private School: Teachers." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614237/index.pdf.

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The purpose of this study was to investigate the views of upper elementary mathematics teachers and students about the use of manipulatives in teaching and learning mathematics. This study is a qualitative case study. The participants of this study were four elementary mathematics teachers in a private school and their 6th, 7th, and 8th grade students. The data were collected through one-to-one interviews, observations and analyzing documents consisting of annual plan, daily plan, notebooks of students, and the field note that the researcher kept throughout the study. This study revealed that although all the teachers advocate the use of manipulatives in teaching mathematics, they use traditional teaching techniques in their classes. They mentioned different factors affecting their use of manipulatives in teaching mathematics such as not knowing how to use them, grade level, availability of materials, time constraints, students&rsquo
reactions (seeing them as a toy or not being accustomed to them), school administration, classroom management, not finding materials appropriate for the subject being taught and classroom size. In fact, these are the factors that are seen on the surface level. This study indicated that even when teachers are provided with training about the use of manipulatives, supported by the school administration, and provided with manipulatives, the use of manipulatives is largely determined by their views / beliefs about the nature of mathematics, how students can learn mathematics, the effect of manipulatives and their knowledge in using them. Students seemed to like learning by using manipulatives. When conditions were arranged for learning, they were willing to learn through manipulatives.

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Cetin, Yucel. "Teaching Logarithm By Guided Discovery Learning And Real Life Applications." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12604957/index.pdf.

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The purpose of the study was to investigate the effects of discovery and application based instruction (DABI) on students&rsquo
mathematics achievement and also to explore opinions of students toward DABI. The research was conducted by 118 ninth grade students from Etimesgut Anatolian High School, in Ankara, during the spring semester of 2001-2002 academic year. During the study, experimental groups received DABI and control groups received Traditionally Based Instruction (TBI). The treatment was completed in three weeks. Mathematics Achievement Test (MAT) and Logarithm Achievement Test (LAT) were administered as pre and posttest respectively. In addition, a questionnaire, Students&rsquo
Views and Attitudes About DABI (SVA) and interviews were administered to determine students&rsquo
views and attitudes toward DABI. Analysis of Covariance (ANCOVA), independent sample t-test and descriptive statistics were used for testing the hypothesis of the study. No significant difference was found between LAT mean scores of students taught with DABI and traditionally based instruction when MAT test scores were controlled. In addition, neither students&rsquo
field of study nor gender was a significant factor for LAT scores. Students&rsquo
gender was not a significant factor for SVA scores. However, there was significant effect of math grades and field selections of students on SVA scores.

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Er, S¿¿¿¿d¿¿¿¿ka Nihan. "Perceptions of High School Mathematics Teachers Regarding the 2005 Turkish Curriculum Reform and Its Effects on Students' Mathematical Proficiency and Their Success on National University Entrance Examinations." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1336507934.

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Taylor, Jeffrey D. "Curriculum Strategy and Contested Commonplaces: A Study of Rural Middle School Mathematics Teacher Attitudes in Curriculum Work." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1490720364069195.

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Good, Sarah C. "Exploring Early Mathematics Curriculum and Instructional Strategies: A Three Article Dissertation." Ohio University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1616670781137523.

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krupnik-Gottlieb, Michal. "Toward a model of science and mathematics integration in school curriculum." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1298921602.

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Books on the topic "Views, Mathematics Curriculum"

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Ivey, Kathy M. C. World views in the mathematics classroom: Students translating beliefs into actions. 1994.

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Cowan, Richard. Education. Edited by Roi Cohen Kadosh and Ann Dowker. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.67.

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Why should young children learn mathematics? What mathematics should be in the curriculum and how should it be taught? Why do children differ so much in their mastery of primary school mathematics? What are the factors responsible for the production and maintenance of number difficulties? These questions continue to elicit strongly held and divergent views. Although discussion and empirical research can contribute much they are unlikely to settle them. Discussions of these questions provide a context for appreciating the chapters in this section. Improving how we understand mathematical development and how we can provide better support to young mathematics learners are worthwhile aspirations. These chapters outline very promising approaches.

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Standards and Curriculum: A View from the Nation: A Joint Report by the National Council of Teachers of Mathematics (Nctm) and the Association o. National Council of Teachers of English, 2005.

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Standards and curriculum: A view from the nation : a joint report by the National Council of Teachers of Mathematics (NCTM) and the Association of State Supervisors of Mathematics (ASSM), Park City, Utah, July 21-24, 2004. Reston, VA: National Council of Teachers of Mathematics, 2005.

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Oliveira, Eduardo Gasperoni de, Fernanda Pereira da Silva, Monica Roberta Devai Dias, Adriana Aparecida de Lima Terçariol, Agnaldo Keiti Higuchi, Amanda Fernandes da Fonseca, Ana Paula Bacchiega Prestes, et al. Cultura digital no contexto educacional: Um olhar entre tendências e desafios para o século XXI. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-399-2.

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Digital Culture is conceived as all kinds of knowledge, habits, values and skills acquired by human beings that are built and shared in the digital environment. In this sense, the collection Digital Culture in the Educational Context: a view between trends and challenges for the 21st century brings relevant theoretical and empirical notes around what the National Common Curricular Base – BNCC – whose competence is to stimulate the critical use of technological resources, inserting both educators and students in pedagogical practices in order to learn and dominate the digital universe. The first part of the work is dedicated to Theoretical Approaches, bringing notes about Media Education with the pandemic period and what has impacted the educational scenario, both in student learning and in the performance of teaching professionals. Therefore, the reader is asked: If remote education is educational chloroquine? It also brings relevant considerations about Information and Communication Technologies applied to Distance Education and Hybrid Education, such as: Literacy in Mathematics, as well as the use of computers and gamification combined with education. Finally, with the Digital Universe, it brings an alert regarding the impacts of cyberbullying. Entitled Narratives of Experiences, the second part of the collection covers various teaching experiences with respect to the Digital Age. Among them, in elementary school, it brings challenges in the process of Literacy and Literacy practices and the teaching perception in relation to Specialized Educational Service. Considerations are made about various pedagogical resources in times of adversity. Among them: the Youtube channel of storytelling, collaborating with the reinvention of teachers in Elementary Education; and, in Higher Education, the relevance of Hybrid Education the joint application of Sole and the Google Classroom. In addition to the teaching experience, finally, testimony of the dilemmas and challenges of managerial activity in the school segment of Early Childhood Education are brought up

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Book chapters on the topic "Views, Mathematics Curriculum"

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Berg, Benita, Kirsti Hemmi, and Martin Karlberg. "Support or Restriction: Swedish Primary School Teachers’ Views on Mathematics Curriculum Reform." In Views and Beliefs in Mathematics Education, 67–80. Wiesbaden: Springer Fachmedien Wiesbaden, 2015. http://dx.doi.org/10.1007/978-3-658-09614-4_6.

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Girnat, Boris. "Teachers’ Geometrical Paradigms as Central Curricular Beliefs in the Context of Mathematical Worldviews and Goals of Education." In Views and Beliefs in Mathematics Education, 15–26. Wiesbaden: Springer Fachmedien Wiesbaden, 2015. http://dx.doi.org/10.1007/978-3-658-09614-4_2.

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Rosenstein, Joseph. "A comprehensive view of discrete mathematics: Chapter 14 of the New Jersey Mathematics Curriculum Framework." In Discrete Mathematics in the Schools, 133–84. Providence, Rhode Island: American Mathematical Society, 2000. http://dx.doi.org/10.1090/dimacs/036/14.

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Kieren, Thomas E. "Towards an embodied view of the mathematics curriculum in a world of technology." In Information and Communications Technologies in School Mathematics, 19–28. Boston, MA: Springer US, 1998. http://dx.doi.org/10.1007/978-0-387-35287-9_3.

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"The Traditional Chinese Views of Mathematics and Education: Implications for Mathematics Education in the New Millennium." In Rethinking the Mathematics Curriculum, 252–60. Routledge, 2002. http://dx.doi.org/10.4324/9780203022894-27.

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Edson, Alden J., and Amanda Thomas. "Transforming Preservice Mathematics Teacher Knowledge for and with the Enacted Curriculum." In Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age, 215–40. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0120-6.ch009.

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In a curriculum system, instructional materials and their enactment impacts students learning of school mathematics. In this chapter, the authors re-examine enacted curriculum in light of research on Digital Instructional Materials (DIMs) and the critical role of the mathematics teacher. This chapter documents research from two different studies suggesting that, while effectively leveraging digital materials may require teachers to think outside of their traditional views of how mathematics content is learned and communicated, doing so requires more than the resources themselves. In order to seize upon the potential for DIMs to support student learning in mathematics, teacher preparation must offer opportunities for teachers to develop and transform their technological pedagogical content knowledge (TPACK) knowledge for and with DIMs. To this end, the authors propose specific recommendations for teacher preparation programs in the digital age.

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Edson, Alden J., and Amanda Thomas. "Transforming Preservice Mathematics Teacher Knowledge for and With the Enacted Curriculum." In TPACK, 96–121. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7918-2.ch005.

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In a curriculum system, instructional materials and their enactment impacts students learning of school mathematics. In this chapter, the authors re-examine enacted curriculum in light of research on Digital Instructional Materials (DIMs) and the critical role of the mathematics teacher. This chapter documents research from two different studies suggesting that, while effectively leveraging digital materials may require teachers to think outside of their traditional views of how mathematics content is learned and communicated, doing so requires more than the resources themselves. In order to seize upon the potential for DIMs to support student learning in mathematics, teacher preparation must offer opportunities for teachers to develop and transform their technological pedagogical content knowledge (TPACK) knowledge for and with DIMs. To this end, the authors propose specific recommendations for teacher preparation programs in the digital age.

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Razfar, Aria, Beverly Troiano, Ambareen Nasir, Eunah Yang, Joseph C. Rumenapp, and Zayoni Torres. "Becoming Teacher Researchers." In Advances in Linguistics and Communication Studies, 261–98. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8668-7.ch011.

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Drawing on three years of data, we show how an embedded university research team and eleven K-8 educators reorganized learning and negotiated innovative curricular activities for English learners (ELs) in spite of restrictive curricular mandates in an urban Midwestern district. We analyze how participating teachers appropriated theoretical constructs such as cultural historical activity theory (CHAT), third space, funds of knowledge, as well as using discourse analysis to design curriculum aimed at improving language learning through mathematics, science, and community-based problem solving. The learning of teachers was purposefully designed to develop new professional identities. The learning was also designed to move teachers from deficit views of multilingualism to dynamic stances grounded in polyglot language ideologies. We examine the challenges and opportunities of participants' movement from resistant, procedural, and ethnographic identities towards teacher researcher identities.

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Rochester, Ramonia R. "A Comparative Analysis of Single-Sex Education in the United Kingdom and Australia." In Handbook of Research on Education and Technology in a Changing Society, 1180–90. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-6046-5.ch088.

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Single-gender education or Single-Sex Education (SSE) has reemerged in the educational reform discussion as experts seek to establish clearer pathways to literacy in the 21st century. SSE discusses how students learn best in a convergent global model of emergent literacy practices. Views of single-gender education in the UK and Australia differ with respect to motivational underpinnings and perceptions of the efficacy of SSE. Central to the SSE debate in both countries is the widening achievement gap between boys and girls, particularly in the Science, Technology, Engineering, and Mathematics (STEM) disciplines. Both countries are moving toward a parallel model of SSE, offering gender-differentiated instruction in single-gender classrooms within co-educational schools. The chapter compares SSE in the two countries with respect to gender perspectives in curriculum and pedagogy; cultural, religious, and socio-economic motivations in school orientations; and the perceived returns on education for students schooled in a single-sex environment.

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Kleanthous, Irene, and Maria Meletiou-Mavrotheris. "Early Statistical Reasoning." In K-12 STEM Education, 359–76. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3832-5.ch018.

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This paper explores the potential of dynamic statistics software for supporting the early teaching and learning of statistical and probabilistic concepts integrated within the mathematics curriculum. It shares the experiences from a case study that implemented a data-driven approach to mathematics instruction using the dynamic data-visualization software InspireData©, an educational package specifically designed to meet the learning needs of students in the middle and high school grades (Grades 4-12). The authors report on how a group of fourteen (n=14) Grade 4 (about 9-year-old) students used the affordances provided by the dynamic learning environment to gather, analyze, and interpret data, and to draw data-based conclusions and inferences. Findings from the study support the view that mathematics instruction can promote the development of learners' statistical reasoning at an early age, through an informal, data-based approach. They also suggest that the use of dynamic statistics software has the potential to enhance statistics instruction by scaffolding and extending young students' stochastical and mathematical reasoning.

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Conference papers on the topic "Views, Mathematics Curriculum"

1

Liu, Xiaobo. "Driving system of university mathematics practice teaching system II: view of curriculum." In 2016 2nd International Conference on Education, Social Science, Management and Sports (ICESSMS 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icessms-16.2017.107.

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Sun, Shu-e. "On the Present Situation and Future Development Trend of Liberal Mathematics General Education in University Under Post-Modernism Curriculum View." In International Conference on Mental Health and Humanities Education (ICMHHE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200425.041.

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