Relevant bibliographies by topics / Word problems (Mathematics) – Study and teaching

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Word problems (Mathematics) – Study and teaching'

Author: Grafiati
Published: 4 June 2021
Last updated: 4 February 2022

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Journal articles on the topic "Word problems (Mathematics) – Study and teaching"

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Azlan, Noor Akmar, and Mohd Faizal Nizam Lee Abdullah. "Komunikasi matematik : Penyelesaian masalah dalam pengajaran dan pembelajaran matematik." Jurnal Pendidikan Sains Dan Matematik Malaysia 7, no. 1 (2017): 16–31. http://dx.doi.org/10.37134/jsspj.vol7.no1.2.2017.

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Based on the study of mathematic problems created by Clements in 1970 and 1983 in Penang, it was found that students in Malaysia do not have a problem of serious thought. However, the real problem is related to read, understand and make the right transformation when solving mathematical problems, especially those involving mathematical word problem solving. Communication is one of the important elements in the process of solving problems that occur in the teaching and learning of mathematics. Students have the opportunities to engage in mathematic communication such as reading, writing and lis
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Copur-Gencturk, Yasemin, and Tenzin Doleck. "Strategic competence for multistep fraction word problems: an overlooked aspect of mathematical knowledge for teaching." Educational Studies in Mathematics 107, no. 1 (2021): 49–70. http://dx.doi.org/10.1007/s10649-021-10028-1.

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AbstractPrior work on teachers’ mathematical knowledge has contributed to our understanding of the important role of teachers’ knowledge in teaching and learning. However, one aspect of teachers’ mathematical knowledge has received little attention: strategic competence for word problems. Adapting from one of the most comprehensive characterizations of mathematics learning (NRC, 2001), we argue that teachers’ mathematical knowledge also includes strategic competence, which consists of devising a valid solution strategy, mathematizing the problem (i.e., choosing particular strategies and presen
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Root, Jenny R., Sarah K. Cox, Nannette Hammons, Alicia F. Saunders, and Deidre Gilley. "Contextualizing Mathematics: Teaching Problem Solving to Secondary Students With Intellectual and Developmental Disabilities." Intellectual and Developmental Disabilities 56, no. 6 (2018): 442–57. http://dx.doi.org/10.1352/1934-9556-56.6.442.

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Abstract The purpose of this study was to evaluate the effect of a multicomponent mathematics intervention (modified schema-based instruction, video anchors, and goal setting with self-graphing) on mathematical problem-solving skills of secondary students with intellectual and developmental disabilities. Three participants were taught to solve percent of change word problems, which involved calculating the discounted price of an item or activity after using a coupon and then determining whether they had enough money to make the purchase. Results of the multiple probe across participant design
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Moloi, Tshele J., Moeketsi S. Mosia, Mogalatjane E. Matabane, and Khanyane T. Sibaya. "The Use of Indigenous Games to Enhance the Learning of Word Problems in Grade 4 Mathematics: A Case of Kgati." International Journal of Learning, Teaching and Educational Research 20, no. 1 (2021): 240–59. http://dx.doi.org/10.26803/ijlter.20.1.13.

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This paper explores the value of indigenous games in the teaching and learning of word problems in Grade 4 mathematics. In particular, the paper explains how the moves of *kgati (skipping rope) can be used to enhance the teaching and learning of mathematics word problems. Participatory action research (PAR) methodology was used to generate data so as to enable participants to work collaboratively, freely and with confidence. Participants of this study were Grade 4 learners, a head of department, two Grade 4 mathematics teachers, a life skills teacher, a mathematics subject advisor, four parent
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Skvortsova, Svitlana, Oksana Оnoprienko, and Ruslana Romanyshyn. "Mathematical Word Problems That Contain a Constant in the Course of Mathematics of Primary School in Ukraine." Journal of Vasyl Stefanyk Precarpathian National University 8, no. 1 (2021): 46–64. http://dx.doi.org/10.15330/jpnu.8.1.46-64.

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The article is devoted to the research of the place of the mathematical word problems in the course of mathematics of primary school in Ukraine. The researchers define the results in the study of solving math problems, find out the essence of the process of solving math problems, form primary school students’ ability to solve math problems that contain a constant. Among the mentioned are to find the fourth proportional, do the proportional division and find the unknown number by two differences. The paper deals with the organization of educational research of students in order to identify comm
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Tárraga-Mínguez, Raúl, Julio Tarín-Ibáñez, and Irene Lacruz-Pérez. "Analysis of Word Problems in Primary Education Mathematics Textbooks in Spain." Mathematics 9, no. 17 (2021): 2123. http://dx.doi.org/10.3390/math9172123.

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A textbook constitutes the hegemonic material of the educational institution. It acts as a mediator between the official curriculum and the educational practice. Given its potential influence in the classroom, this study analyzes the treatment of word problems included in the mathematics textbooks published by the publishing houses with the greatest diffusion in Spain at every primary education grade. Three variables were analyzed: their semantic structure, their degree of challenge, and their situational context. The results indicate that most of the problems included in textbooks are charact
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Kaprinaputri, Astra Puspita. "KEMAMPUAN MENYELESAIKAN SOAL CERITA MATEMATIKA." JIV 8, no. 1 (2013): 10–15. http://dx.doi.org/10.21009/jiv.0801.2.

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This study aims to describe the ability of Kumon’s students, 7-8 years old, in solving mathematics word problems. This study done in December 2012 used cumulative approach with survey method. The respondents were the students of Kuman Course in North Jakarta. The data collected by distributing the questions to the respondents were analyzed applying simple statistic technique. Findings show that 86%of the respondents belong to high category while 14% belong to medium category. and no students belongs to low category. The implication of this study is Kumon students have the ability to solve math
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Brosh, Chelsi R., Jenny R. Root, Alicia F. Saunders, Fred Spooner, and Larry B. Fisher. "Embedding Literacy in Mathematics Problem Solving Instruction for Learners With Intellectual and Developmental Disability." Inclusion 6, no. 2 (2018): 81–96. http://dx.doi.org/10.1352/2326-6988-6.2.81.

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AbstractAlthough solving word problems involves both literacy and mathematics skills, research to date has only targeted mathematical learning. This study sought to increase teaching efficiency by embedding literacy instruction within mathematical word problem solving instruction for three elementary students with intellectual and developmental disabilities. A multiple probe across participants design showed a functional relation between modified schema-based instruction (MSBI) and mathematical word problem solving. All participants increased knowledge of nontargeted literacy skills using inst
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Dibiase, Julie. "Teaching Higher Order Mathematics through Graphics Programming." Journal of Educational Computing Research 15, no. 3 (1996): 261–81. http://dx.doi.org/10.2190/r2a6-lqt7-fpqw-u8f2.

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Most of the underlying concepts that pervade what is typically referred to as “higher” mathematics are relegated to the arena of the mathematical elite. The research presented here demonstrates that, given the proper pedagogical environment, these concepts are quite accessible for early high school students. Through SchemePaint, a graphics enhanced computer programming language, students learned the mathematical notion that a function can be a data object. Further, students were able to apply their knowledge of functions from within the graphics domain to solve novel mathematical problems. Thi
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Khuda, Zh, and E. Tonkonoh. "METHODOLOGICAL PROBLEMS OF TEACHING HIGHER AND APPLIED MATHEMATICS OF STUDENTS OF ELECTROMECHANICAL DIRECTION." Collection of scholarly papers of Dniprovsk State Technical University (Technical Sciences) 1, no. 38 (2021): 172–80. http://dx.doi.org/10.31319/2519-2884.38.2021.21.

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The article considers the main problems characteristic of mathematical education in higher technical institutions. The purposes and tasks of training of higher and applied mathematics of students of technical specialties, and also separate features of training of students of an electromechanical direction to mathematical disciplines are covered.
 Achieving the current goal of modernization of mathematics education in technical universities is associated with the solution of a number of pedagogical issues. The problem is the systematic and comprehensive reform of mathematics education in a
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Dissertations / Theses on the topic "Word problems (Mathematics) – Study and teaching"

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Maluleka, Bondo Kenneth. "Improving grade 9 learners' Mathematical processes of solving word problems." Thesis, University of Limpopo (Turfloop Campus), 2013. http://hdl.handle.net/10386/965.

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Thesis (M.A. (Mathematics Education)) --University of Limpopo, 2013<br>This study intended to improve Grade 9 learners’ mathematical processes of solving word problems. It was an action research study in my own classroom consisting of 64 Grade 9 learners. Learners were given learning activities on word problems to carry out as part of their normal classroom mathematics’ lessons. Data were collected in two stages: first, through passive observation, that is, without my intervention, and later through participant observation thus provoking their thinking as they attempt the given questions. The
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Tan, Li-hua, and 陳麗華. "Primary school students' thinking processes when posing mathematical word problems." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962592.

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Mahofa, Ernest. "Code switching in the learning of mathematics word problems in Grade 10." Thesis, Cape Peninsula University of Technology, 2014. http://hdl.handle.net/20.500.11838/1950.

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Thesis submitted in fulfilment of the requirements for the degree Master of Education in the Faculty of Education at the Cape Peninsula University of Technology 2014<br>This study investigates the effects of code switching in the learning of mathematics word problems in Grade 10. The research used Cummins’ language acquisition theory to inform the study. The study employed ethnographic qualitative research design whereby classroom observations and semi-structured interviews were used as data collection techniques. The use of multiple data collection techniques was to ensure validity and cr
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Sepeng, Johannes Percy. "Grade 9 second-language learners in township schools : issues of language and mathematics when solving word problems." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1455.

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Second language (English) learning of mathematics is common in South African mathematics classrooms, including those in the Eastern Cape Province of South Africa where isiXhosa speakers are taught in the language that is not spoken at home by both teachers and learners. The purpose of this research was to investigate issues of language, both home (isiXhosa) and the language of learning and teaching (LoLT), i.e. English, when 9th grade second language learners engage in problem-solving and sense-making of wor(l)d problems in multilingual mathematics classrooms. In addition, the aim of the study
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DUNCAN, JAMES EDWIN. "THE HEURISTICS UTILIZED BY FIFTH GRADE STUDENTS IN SOLVING VERBAL MATHEMATICS PROBLEMS IN A SMALL GROUP SETTING." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188045.

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Specific to the recommendation of the National Council of Teachers of Mathematics (1980) to identify and analyze problem solving strategies and the settings in which the development of these strategies could be optimized, this study is a compilation of three case studies which describe what elementary school children say and do when solving verbal mathematics problems in small groups. Persuant to this goal, three four-member groups were selected and asked to reach a consensus within each group on the solution to a variety of routine and non-routine problems. In this relatively unstructured set
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Neshuku, Christian N. "An exploration of problems experienced in the interpretation of word problems by grade 12 learners." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1008206.

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This research sought to investigate the problems experienced in the interpretation of word problems by senior secondary school learners, in particular to see how the language used in the articulation of word problems affects the interpretation. The study was conducted in a school in the Oshikoto region of Namibia, a school located in a semi-rural area of Namibia, and selected owing to the accessibility of the required participants. The research was located within an interpretive paradigm focusing on a study sample of 40 learners from a specified class in the selected school. Data were collecte
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Li, Wenyao Effie, and 李文瑤. "Genre analysis of word problems in junior secondary school mathematics textbooks for ESL learners in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hdl.handle.net/10722/212564.

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Learning Mathematics in English is proved to have posed considerable challenges for many Hong Kong students who enroll in an EMI (English as the medium of instruction) curriculum. Solving Math word problems in English, still less, poses even greater challenges due to the high language demand involved for ESL students to understand the verbal text and conduct problem solving. Studies have shown that students generally perform worse in solving Math word problems than in solving problems with purely mathematical form. And this difficulty is even more pronounced for English learners. To help Ho
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Sedibe, G. Konotia. "A comparison of isiXhosa-speaking learners' responses to word problems given in English and isiXhosa." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53234.

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Thesis (MEd)--University of Stellenbosch, 2003.<br>ENGLISH ABSTRACT: According to Prins(1995), readability factors in Mathematics text do not only influence the comprehension of questions, but also have a marked influence on learner achievement levels. Extending on Prins (op cit), this study sought to investigate whether there are any differences in the quality of interpretation and choice of algo-heuristic methods when isiXhosa-speaking learners respond to mathematical word problems set in English and isiXhosa. The study was located within an ethnographic framework, with all of the 109
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Li, Fu-ming Baldwin, and 李富明. "Using diagrams to solve word problems involving percentage in primary six students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35676802.

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Simasiku, Bosman Muyubano. "Student teachers' experiences in using multiple representations in the teaching of grade 6 proportion word problems : a Namibian case study." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001703.

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This study investigated the experiences of four participating student teachers in using multiple representative approaches in the teaching of Grade 6 proportion word problems. The multiple representative approaches include the Between Comparison Method, the Within Comparison Method, the Diagrammatic Method, the Table Method, the Graph Method, the Cross-product Method, and the Oral Informal Method. An intervention programme was organised, using workshops where student teachers were prepared to teach Grade 6 proportion word problems using multiple representative approaches. The teaching practice
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Books on the topic "Word problems (Mathematics) – Study and teaching"

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Solving word problems. Garlic Press, 1997.

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Owen, M. J. It's elementary!: 275 math word problems. Educators Publishing Service, Inc., 2000.

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Owen, M. J. It's elementary!: 275 math word problems. Educators Publishing Service, Inc., 2000.

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Inc, Teacher Created Materials, ed. Mastering word problems: Grades 4-6. Teacher Created Materials, 2004.

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Daily warm-ups: Math word problems. J. Weston Walch, 2004.

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Brown, Stephen I. Reconstructing school mathematics: Problems with problems and the real world. Peter Lang, 2001.

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Brown, Stephen I. Reconstructing school mathematics: Problems with problems and the real world. Peter Lang, 2001.

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Brown, Stephen I. Reconstructing school mathematics: Problems with problems and the real world. Peter Lang, 2001.

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McGlothlin, Martha. Understanding math story problems. 2nd ed. PRO-ED, 2003.

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Kessler, Colleen. Math problem solvers: Using word problems to enhance mathematical problem-solving skills. Prufrock Press, 2005.

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Book chapters on the topic "Word problems (Mathematics) – Study and teaching"

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Sturm, Nina, and Renate Rasch. "Forms of Representation for Solving Mathematical Word Problems — Development of an Intervention Study." In Multidisciplinary Research on Teaching and Learning. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137467744_11.

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Ayabe, Hiroaki, Emmanuel Manalo, Mari Fukuda, and Norihiro Sadato. "What Diagrams Are Considered Useful for Solving Mathematical Word Problems in Japan?" In Diagrammatic Representation and Inference. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86062-2_8.

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AbstractPrevious studies have shown that diagram use is effective in mathematical word problem solving. However, they have also revealed that students manifest many problems in using diagrams for such purposes. A possible reason is an inadequacy in students’ understanding of variations in types of problems and the corresponding kinds of diagrams appropriate to use. In the present study, a preliminary investigation was undertaken of how such correspondences between problem types and kinds of diagrams are represented in textbooks. One government-approved textbook series for elementary school level in Japan was examined for the types of mathematical word problems, and the kinds of diagrams presented with those problems. The analyses revealed significant differences in association between kinds of diagrams and types of problems. More concrete diagrams were included with problems involving change, combination, variation, and visualization of quantities; while number lines were more often used with comparison and variation problems. Tables and graphs corresponded to problems requiring organization of quantities; and more concrete diagrams and graphs to problems involving quantity visualization. These findings are considered in relation to the crucial role of textbooks and other teaching materials in facilitating strategy knowledge acquisition in students.
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Han, Cheong Tau, Parmjit Singh, Nurul Akmal Mohd Nasir, Mohd Adlan Ramly, and Teoh Sian Hoon. "Error in Solving Mathematical Word Problem: A Study of Preparatory Diploma Program." In 7th International Conference on University Learning and Teaching (InCULT 2014) Proceedings. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-664-5_32.

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Lalingkar, Aparna, Chandrashekar Ramnathan, and Srinivasan Ramani. "Ontology-based Smart Learning Environment for Teaching Word Problems in Mathematics." In Emerging Issues in Smart Learning. Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-662-44188-6_35.

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Peled, Irit, and Anat Klemer. "Commentary on Chapters 8 to 10: Teachers’ Knowledge and Flexibility—Understanding the Roles of Didactical Models and Word Problems in Teaching Integer Operations." In Research in Mathematics Education. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90692-8_13.

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Wittmann, Erich Christian. "Teaching Units as the Integrating Core of Mathematics Education." In Connecting Mathematics and Mathematics Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61570-3_2.

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AbstractHow to integrate mathematics, psychology, pedagogy and practical teaching within the didactics of mathematics in order to get unified specific theories and conceptions of mathematics teaching? This problem—relevant for theoretical and empirical studies in mathematics education as well as for teacher training—is considered in the present paper. The author suggests an approach which is based on teaching units (Unterrichtsbeispiele). Suitable teaching units incorporate mathematical, pedagogical, psychological and practical aspects in a natural way and therefore they are a unique tool for integration. It is the aim of the present paper to describe an approach to bridging the often deplored gap between didactics of mathematics teaching on one hand and teaching practice, mathematics, psychology, and pedagogy on the other hand. In doing so I relate the various aspects of mathematics education to one another. My interest is equally directed to teacher training and to the methodology of research in mathematics education. The structure of the paper is as follows. First I would like to make reference to and characterize an earlier discussion on the status and role of mathematics education; secondly, I will talk about problems of integration which naturally arise when mathematics education is viewed as an interdisciplinary field of study. The fourth and essential section will show how to tackle these problems by means of teaching units. The present approach is based on a certain conception of mathematics teaching which is necessary for appreciating Sect. 4. This conception is therefore explained in Sect. 3.
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Isoda, Masami, and Raimundo Olfos. "Problematics for Conceptualization of Multiplication." In Teaching Multiplication with Lesson Study. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_3.

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AbstractThis chapter addresses the problematics for the conceptualization of multiplication in school mathematics and fundamental difficulties, which include semantics for defining multiplication meaningfully, syntax in relation to languages, and difficulties that originate from historical transitions. The chapter discusses the contradictions or inconsistencies in the various meanings of multiplication in school mathematics situations. Many of these problems of multiplication are originated from European languages. This discussion of these problematics provides some answers to the questions posed in Chap. 2 and provides bases for the necessity to consider the Japanese approach described in Chaps. 4, 5, 6, and 7 of this book. The terminology of multiplication discussed here is related to mathematical usages of multiplication in relation to situations and models. Educational terminology used for multiplication to explain the curriculum and task sequences for designing lessons are discussed in Chap. 4 of this book.
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Quansah, Frank. "Teaching and Learning of Mathematics in Lower Primary in Schools in Ghana." In Developing Mathematical Literacy in the Context of the Fourth Industrial Revolution. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3868-5.ch007.

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Mathematics is a fundamental human activity – a way of making sense of the world. Children possess a natural curiosity and interest in mathematics and come to school with an understanding of mathematical concepts and problem-solving strategies that they have discovered through explorations of the world around them. The purpose of this study is to find out how mathematics is being taught and learnt among primary one pupils in basic schools in Ghana. A qualitative approach was employed to provide answers to the research questions raised. It was found that teachers employed variety of procedures for teaching mathematics. However, there were some problems encountered in the teaching and learning of mathematics.
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Nesher, Pearla. "Solving Multiplication Word Problems." In Analysis of Arithmetic for Mathematics Teaching. Routledge, 2020. http://dx.doi.org/10.4324/9781315044606-3.

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Chapman, Olive, and Paulino Preciado Babb. "Prospective Secondary Mathematics Teachers´ Development of Knowledge of Modelling for Teaching." In Theory and Practice: An Interface or A Great Divide? WTM-Verlag Münster, 2019. http://dx.doi.org/10.37626/ga9783959871129.0.17.

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Given the growing attention on modelling in school mathematics curriculum, prospective teachers are likely to need special help to develop a rich sense of mathematical modelling [MM] and effective classroom practices to support students’ development of MM competencies. This paper is based on a study involving the use of inquiry-based activities to engage prospective secondary mathematics teachers [PTs] in developing such knowledge of MM for teaching. Participants were students in a mathematics education course. Data sources included course work and field notes. We report findings related to the inquirybased activities and the learning they afforded in the participants’ understanding of specific components of problem-solving [PS] and MM knowledge for teaching and the relationship between them.
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Conference papers on the topic "Word problems (Mathematics) – Study and teaching"

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Bukusheva, Aliya. "THE STUDY OF COMPUTATIONAL GEOMETRY IN THE SYSTEM MATHEMATICA." In 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.27.

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In the ninetieth Alfred Gray developed intensively applications of Mathematica to Euclidean differential geometry of curves and surfaces. He opened completely new approaches to differential geometry in teaching and research. Modern geometry uses the latest computer technology to solve their problems. Advanced mathematical computer programs allow using a fresh approach to the teaching of geometry in universities, taking into account the attraction of students to computers. The paper outlines some thoughts on teaching computational geometry. Key words: bachelor, computational geometry, wolfram m
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Birzina, Rita, Tamara Pigozne, and Sandra Lapina. "Trends in STEM Teaching and Learning within the Context of National Education Reform." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.004.

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STEM (science, technology, engineering, and mathematics) education nowadays is considered priority. To implement it successfully, students must acquire not only STEM “hard” skills, but also “soft” skills, therefore the choice of teaching/learning methods is essential. Problem-based (PrBL) and projectbased learning (PjBL) aim both at the acquisition of science content using real life examples and the improvement of IT skills, critical thinking, decision-making, civil responsibility and cooperation skills. The aim of the research is to find out the use of PrBL and PjBL in the teaching/ learning
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Shafat, Gabriel, Binyamin Abramov, and Ilya Levin. "Using Threshold Functions in Teaching Electronics." In ASME 2008 9th Biennial Conference on Engineering Systems Design and Analysis. ASMEDC, 2008. http://dx.doi.org/10.1115/esda2008-59125.

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Teaching of digital electronics and the teaching of analog electronics differ significantly. The methods in use today differ in two major points: the required mathematical background and the used didactic methods. The well-known gap between the analog and the digital paradigms in teaching electronics has motivated the present study. The paper introduces a novel approach for electronics course teaching. The approach uses a concept threshold functions. Threshold functions have three remarkable properties that are suitable for the purposes of teaching an electronics course. The first property is
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Westmoreland, Sophoria, and Linda C. Schmidt. "What Engineering Designers Leave Behind: Developing a Cognitive Coding Scheme for Student Design Journals." In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-38997.

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Some historically successful engineering inventions have been designed by trial and error as was the famous case of Thomas Edison’s light bulb. No contemporary design researcher would advocate a tedious, trial-and-error methodology as the basis for engineering practice. The 21st century engineer is expected to create innovative solutions to real world problems with limited resources and limited time. Successful engineering design methods are those that substitute trial-and-error with practice-based guidance (e.g., TRIZ), mathematical analysis (e.g., optimization), general problem-solving strat
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Wu, Jianglan, and Dechao Li. "Reflections on Several Problems in Bilingual Teaching of Mathematics Major in Colleges and Universities ?A Case Study of Mathematics Major in Zhejiang Ocean University." In 2017 3rd International Conference on Social Science and Higher Education. Atlantis Press, 2017. http://dx.doi.org/10.2991/icsshe-17.2017.24.

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Wong, Kaufui V., Baochan D. Do, and William Hagen. "Math and Science Education Comparisons Between the United States and the Rest of the World." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-67317.

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At the end of secondary education, the students of the United States are behind most advanced countries in science and mathematics. The main problem lies in the fact that the United States education system does not have a clear focus in their teaching of math and science through primary and secondary schools. According to the United States Department of Education, only 22 of the 50 states in the U.S. require that three years of math and science be taught in order to graduate from high school. This puts students of the United States at a disadvantage against the rest of the competitors on the g
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Scott, Timothy C., and Robert J. Ribando. "Revising Thermo/Fluids Education for the 21st Century." In ASME 2006 International Mechanical Engineering Congress and Exposition. ASMEDC, 2006. http://dx.doi.org/10.1115/imece2006-13536.

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During the 1960s, major revisions took place in undergraduate thermo/fluids (thermodynamics, fluid mechanics and heat transfer) textbooks and in the pedagogy used to teach these disciplines. In the decades since, students and instructors have both changed. Many students arrive with less-than-adequate mathematics and study skills, rely almost exclusively on the Internet for reference materials, and have very little "hands on" knowledge of how things work. The number of instructors with practical expertise or industrial experience has decreased markedly as well. Yet the methods by which material
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Herta, Christian, Benjamin Voigt, Patrick Baumann, et al. "Deep Teaching: Materials for Teaching Machine and Deep Learning." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9177.

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Machine learning (ML) is considered to be hard because it is relatively complicated in comparison to other topics of computer science. The reason is that machine learning is based heavily on mathematics and abstract concepts. This results in an entry barrier for students: Most students want to avoid such difficult topics in elective courses or self-study. In the project Deep.Teaching we address these issues: We motivate by selected applications and support courses as well as self-study by giving practical exercises for different topics in machine learning. The teaching material, provided as ju
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Zeljić, Mariana, та Milana Dabić Boričić. "STUDENT – FUTURE TEACHERSʼ ATTITUDE ON THE DEVELOPMENT OF MATHEMATICAL LITERACY IN PRIMARY EDUCATION". У SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.347z.

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Although many studies investigate mathematical literacy, there is no consensus on the meaning of the term. The aim of this study is to investigate the concept of mathematical literacy of future teachers. The data are collected by semi-structured interview with thirteen Teacher Education Faculty students. The concept of mathematical literacy can be placed in four categories: 1) the knowledge and ability to communicate in mathematical language; 2) the conceptual understanding of concepts, contents and procedures; 3) the application of mathematics in everyday life; 4) the use of mathematical-logi
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Kuchumov, Dmitry, and Galina Yamaletdinova. "Health Surveillance in Female Students Practicing Martial Arts." In The Public/Private in Modern Civilization, the 22nd Russian Scientific-Practical Conference (with international participation) (Yekaterinburg, April 16-17, 2020). Liberal Arts University – University for Humanities, Yekaterinburg, 2020. http://dx.doi.org/10.35853/ufh-public/private-2020-68.

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In the modern world, health is ranked among the most significant human life values at any age. Young students are in a period of social and physiological maturity and are at high risk of health problems. Therefore, this article examines the matter of health preservation and improvement in female students in the course of their physical education at higher education facilities. The main goal is to investigate trends in health indicators of female students in the process of educational and training sessions in Kudo (full-contact hand-to-hand combat). We planned to highlight that martial arts are
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