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Artículos de revistas sobre el tema "Mathematics Outlines"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 8 de febrero de 2022

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1

Painuli, C. P., and B. D. Indu. "Outlines of Morse potential." International Journal of Mathematical Education in Science and Technology 19, no. 1 (January 1988): 133–37. http://dx.doi.org/10.1080/0020739880190117.

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2

Switzer, J. Matt. "Hundred Chart Challenge." Teaching Children Mathematics 22, no. 2 (September 2015): 65–70. http://dx.doi.org/10.5951/teacchilmath.22.2.0065.

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NCTM's Principles to Actions: Ensuring Mathematical Success for All (2014) outlines eight teaching practices for effective teaching and learning of mathematics. One of them, Use and connect mathematical representations, involves engaging students in “making connections among mathematical representations to deepen understanding of mathematics concepts and procedures and as tools for problem solving” (p. 10).

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3

Sherman, Lisa. "Angle detectives." Teaching Children Mathematics 24, no. 3 (November 2017): 154–57. http://dx.doi.org/10.5951/teacchilmath.24.3.0154.

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NCTM's Principles to Actions: Ensuring Mathematical Success for All outlines eight mathematics teaching practices for effective teaching and learning of mathematics (NCTM 2014, p. 10). The second practice, Implement tasks that promote reasoning and problem solving, involves effective teaching of mathematics that engages students in solving and discussing tasks that promote mathematical reasoning and problem solving and allow multiple entry points and varied solution strategies.

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4

Rowlett, Peter. "Programming as a mathematical activity." MSOR Connections 18, no. 2 (July 9, 2020): 13–17. http://dx.doi.org/10.21100/msor.v18i2.1064.

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Programming in undergraduate mathematics is an opportunity to develop various mathematical skills. This paper outlines some topics covered in a second year, optional module ‘Programming with Mathematical Applications’ that develop mathematical thinking and involve mathematical activities, showing that practical programming can be taught to mathematicians as a mathematical skill.

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5

Martin, Tami S., and William R. Speer. "Mathematics Teaching Today." Teaching Children Mathematics 15, no. 7 (March 2009): 400–403. http://dx.doi.org/10.5951/tcm.15.7.0400.

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Features, consistent messages, and new components of Mathematics Teaching Today: Improving Practice, Improving Student Learning (NCTM 2007), an updated edition of Professional Standards for Teaching Mathematics (NCTM 1991). The new book describes aspects of high-quality mathematics teaching; offers a model for observing, supervising, and improving mathematics teaching; and outlines guidelines for the education and continued professional growth of teachers.

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6

Miller, Catherine M. "Kaleidoscopes and Mathematics: An Elegant Connection." Mathematics Teaching in the Middle School 22, no. 9 (May 2017): 559–66. http://dx.doi.org/10.5951/mathteacmiddscho.22.9.0559.

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Symmetry is used to create mathematically inspiring images in three-mirror kaleidoscopes. A project outlines how students can build their own kaleidoscopes having mathematically exact symmetric images.

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7

Johnston, Ron, and Charles Pattie. "Ecological Inference and Entropy-Maximizing: An Alternative Estimation Procedure for Split-Ticket Voting." Political Analysis 8, no. 4 (July 18, 2000): 333–45. http://dx.doi.org/10.1093/oxfordjournals.pan.a029819.

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Publication of King's A Solution to the Ecological Inference Problem has rekindled interest in the estimation of unknown cell values in two- and three-dimensional matrices from knowledge of the marginal sums. This paper outlines an entropy-maximizing (EM) procedure which employs more constraints than King's EI method and produces mathematical rather than statistical procedures: the estimates are maximum-likelihood values. The mathematics are outlined, and the procedure's use illustrated with a study of ticket-splitting at New Zealand's first (1996) general election using the mixed-member proportional representation system, for which official figures provide a check against the EM estimate of the number voting a straight party ticket in each constituency.

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8

Sarfraz, M., M. Riyazuddin, and M. H. Baig. "Capturing planar shapes by approximating their outlines." Journal of Computational and Applied Mathematics 189, no. 1-2 (May 2006): 494–512. http://dx.doi.org/10.1016/j.cam.2005.10.005.

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9

Biggs, Edith. "Mathematics for Gifted Children of Ages 7 to 12." Gifted Education International 5, no. 1 (September 1987): 45–47. http://dx.doi.org/10.1177/026142948700500111.

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This article outlines a series of mathematical tasks given to very able pupils aged 7–12 years. It also stresses the value of research and inservice education which is firmly teacher and classroom based.

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10

McCarthy, Maeve L., and K. Renee Fister. "BioMaPS: A Roadmap for Success." CBE—Life Sciences Education 9, no. 3 (September 2010): 175–80. http://dx.doi.org/10.1187/cbe.10-03-0023.

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The manuscript outlines the impact that our National Science Foundation Interdisciplinary Training for Undergraduates in Biological and Mathematical Sciences program, BioMaPS, has had on the students and faculty at Murray State University. This interdisciplinary program teams mathematics and biology undergraduate students with mathematics and biology faculty and has produced research insights and curriculum developments at the intersection of these two disciplines. The goals, structure, achievements, and curriculum initiatives are described in relation to the effects they have had to enhance the study of biomathematics.

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11

Chamberlin, Scott A. "Empirical Investigations of Creativity and Giftedness in Mathematics: An International Perspective." Journal for Research in Mathematics Education 44, no. 5 (November 2013): 852–57. http://dx.doi.org/10.5951/jresematheduc.44.5.0852.

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The idea for this book originated at the first joint meeting of the Korean Mathematical Society and the American Mathematical Society, held in Seoul, South Korea, on December 16–20, 2009. Contributing authors from Sweden, Norway, Turkey, Israel, Iran, China, Canada, South Korea, and the United States provide international perspectives on creativity and giftedness in mathematics education. The vast majority of the book is comprised of reports from empirical studies. In this respect, the book is not theory driven, per se. Instead, the focus is on reporting findings from studies in an attempt to elucidate the relationship between giftedness and creativity in mathematics. In this review, I provide a brief synopsis of each chapter (except Chapter 1, which outlines the book) and discuss the relevance of the work to the literature on mathematical creativity and giftedness. The overview of the chapters is followed by general remarks on the state of mathematics education research on creativity and giftedness and final thoughts about the contribution of this book to the field.

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12

Виситаева and Maret Visitaeva. "Developing General-Purpose Educational Skills While Teaching Mathematics." Primary Education 1, no. 6 (December 25, 2013): 10–16. http://dx.doi.org/10.12737/2074.

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The author outlines the process of developing general-purpose educational skills while solving problems, related to operation with the elements of interpenetrating figures. The paper could be useful in working with advanced fourth-grade pupils, especially for the purpose of their individual homework, as well as for organizing after-school activities.

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13

Burt, Derek. "STUDENT OUTLINES TEACHING STUDENTS TO ORGANIZE THEIR NOTES." PRIMUS 16, no. 4 (December 2006): 320–31. http://dx.doi.org/10.1080/10511970608984155.

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14

Joyner, Jeane, and Barbara Reys. "Principles and Standards for School Mathematics: What's in It for You?" Teaching Children Mathematics 7, no. 1 (September 2000): 26–29. http://dx.doi.org/10.5951/tcm.7.1.0026.

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Have you seen it? Have you read it? Have you begun talking with colleagues about the ideas that it presents? Have you reflected on how it will influence your instruction? Have you examined your curriculum materials in light of the expectations that it outlines?

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15

Gordienko, Tatiana, Tatiana Bezusova, Anna Mezentseva, and Haykaz Hovhannisyan. "Mathematics Teachers Training Problems in the Context of the of New Educational Standards Introduction." SHS Web of Conferences 70 (2019): 03004. http://dx.doi.org/10.1051/shsconf/20197003004.

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The article is devoted to the future mathematics teachers training problems. The problems range of this educational process is represented by the following components: applicants with a low level of mathematical training, insufficient hours for fundamental mathematical disciplines in curricula, reorganization of the educational process with a focus on expanding electronic content. The insufficient number of hours devoted to the study of mathematical disciplines leads to the fact that students do not form subject knowledge. The article outlines ways to eliminate problems in the future mathematics teachers preparation: the propaedeutic courses introduction, the structural and didactic schemes development in the main mathematical sections, the disciplines integration, the system use of practical tasks, the preparing students holistic model for the use of information and communication technologies creation. The results of the training teachers experience in one domestic educational institution of higher education are presented. In accordance with which, such components as sufficient pre-university preparation, integration of disciplines, schematization of mathematical content, creation of conditions for combining the logical and figurative components of the students’ mathematical culture, and informational competence of students become necessary in the structure of building the educational process.

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16

Gavin, M. Katherine, and Tutita M. Casa. "Nurturing young student mathematicians." Gifted Education International 29, no. 2 (May 23, 2012): 140–53. http://dx.doi.org/10.1177/0261429412447711.

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Developing mathematical talent in our students should be of primary consideration in education today as nations respond to the challenges of economic crises and ever-changing technological advances. This paper describes two U.S. federally funded curriculum projects, Project M3, Mentoring Mathematical Minds, and Project M2, Mentoring Young Mathematicians for students ages 5 through 12. These projects foster in-depth understanding of advanced mathematical concepts by challenging and motivating students to solve and discuss high-level problems in a fashion similar to practicing mathematicians. The curricula have undergone national field tests with proven research results showing significant achievement gains for students studying the curricula over a comparison group of like-ability students. This paper outlines the philosophy behind each program and its connection to the literature and best practices in the fields of gifted education and mathematics education. Next, specific instructional strategies integral to both curricula are outlined. These strategies help teachers establish a community of learners that promotes rich discussions as a platform for posing and solving interesting problems, constructing viable arguments, and defending as well as critiquing solutions. Finally, strategies to help young student mathematicians develop clear and logical written justifications for their mathematical reasoning and share their creative insights are described.

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17

Spooner, Fred, Alicia Saunders, Jenny Root, and Chelsi Brosh. "Promoting Access to Common Core Mathematics for Students with Severe Disabilities Through Mathematical Problem Solving." Research and Practice for Persons with Severe Disabilities 42, no. 3 (April 24, 2017): 171–86. http://dx.doi.org/10.1177/1540796917697119.

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There is a need to teach the pivotal skill of mathematical problem solving to students with severe disabilities, moving beyond basic skills like computation to higher level thinking skills. Problem solving is emphasized as a Standard for Mathematical Practice in the Common Core State Standards across grade levels. This article describes a conceptual model for teaching mathematical problem solving to students with severe disabilities based on research from a multiyear project. The model proposed incorporates schema-based instruction combined with evidence-based practices for teaching academics to this population, and includes technology supports and self-monitoring. The purpose is to teach students to recognize underlying problem structures in word problems for better generalizability to real-world situations. This article outlines the existing evidence for teaching problem solving to students with disabilities, the conceptual model for teaching mathematical problem solving to students with severe disabilities, and the implications of the model for practitioners and future researchers.

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18

Balacheff, Nicolas. "Towards a Problématique for Research on Mathematics Teaching." Journal for Research in Mathematics Education 21, no. 4 (July 1990): 258–72. http://dx.doi.org/10.5951/jresematheduc.21.4.0258.

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This article presents the main features of the theoretical framework of French research known as recherches en didactique des mathématiques. The foundation of this approach consists mainly of the relationships between two hypotheses and two constraints, which are presented together with some specific key words. Outlines are given of Brousseau's théorie des situations didactiques (theory of didactical situations). An example is given that presents in some detail the rationale for the construction of a didactical situation and its analysis. This article ends with some questions addressed to research on mathematics teaching.

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19

Weston, Richard H. "Model Driven Integrated Decision-Making in Manufacturing Enterprises." Advances in Decision Sciences 2012 (August 27, 2012): 1–29. http://dx.doi.org/10.1155/2012/328349.

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Decision making requirements and solutions are observed in four world class Manufacturing Enterprises (MEs). Observations made focus on deployed methods of complexity handling that facilitate multi-purpose, distributed decision making. Also observed are examples of partially deficient “integrated decision making” which stem from lack of understanding about how ME structural relations enable and/or constrain reachable ME behaviours. To begin to address this deficiency the paper outlines the use of a “reference model of ME decision making” which can inform the structural design of decision making systems in MEs. Also outlined is a “systematic model driven approach to modelling ME systems” which can particularise the reference model in specific case enterprises and thereby can “underpin integrated ME decision making”. Coherent decomposition and representational mechanisms have been incorporated into the model driven approach to systemise complexity handling. The paper also describes in outline an application of the modelling method in a case study ME and explains how its use has improved the integration of previously distinct planning functions. The modelling approach is particularly innovative in respect to the way it structures the coherent creation and experimental re-use of “fit for purpose” discrete event (predictive) simulation models at the multiple levels of abstraction.

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20

Morsanyi, Kinga, Niamh Ní Cheallaigh, and Rakafet Ackerman. "Mathematics Anxiety and Metacognitive Processes." Psihologijske teme 28, no. 1 (2019): 147–69. http://dx.doi.org/10.31820/pt.28.1.8.

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This paper presents a proposal for a new area of investigation that connects the metacognition literature, and especially the recently developed meta-reasoning framework, with research into mathematical reasoning, mathematics learning, and mathematics anxiety. Whereas the literature on mathematics anxiety focusses on the end result of learning and problem-solving, the metacognitive approach can offer further insight by a fine-grained analysis of the stages of these processes. In particular, it provides tools for exposing students' initial assessment of tasks and test situations, the targets they set for themselves, the process of monitoring progress, and decisions to stick with or abandon a particular solution. The paper outlines various ways in which the metacognitive approach could be used to investigate the effects of mathematics anxiety on mathematics learning and problem solving. This approach could help in answering questions like: Do anxious and non-anxious learners differ in how they prepare for an exam? Are anxious students more or less prone to overconfidence than non-anxious students? What metacognitive decisions mediate maths anxious participants' tendency to give up on problems too early? Additionally, this line of work has the potential to significantly expand the scope of metacognitive investigations and provide novel insights into individual differences in the metacognitive regulation of learning and problem solving. It could also offer some practical benefits by focusing the attention of educational designers on particular components within the learning process of anxious students.

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21

Moran, Glenn T. "X-tending the Fibonacci Sequence." Mathematics Teaching in the Middle School 7, no. 8 (April 2002): 452–54. http://dx.doi.org/10.5951/mtms.7.8.0452.

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Article outlines a lesson on the Fibonacci and Lucas sequences, giving opportunity for computation practice, mental mathematics, and proof; for algebra students, the article discusses an extension for solving simultaneous equations.

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22

Safi, Farshid, and Siddhi Desai. "Promoting Mathematical Connections Using Three-Dimensional Manipulatives." Mathematics Teaching in the Middle School 22, no. 8 (April 2017): 488–92. http://dx.doi.org/10.5951/mathteacmiddscho.22.8.0488.

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Principles to Actions: Ensuring Mathematical Success for All (NCTM 2014) gives teachers access to an insightful, research-informed framework that outlines ways to promote reasoning and sense making. Specifically, as students transition on their mathematical journey through middle school and beyond, their knowledge and use of representations should continually develop in complexity and scope. “[Students] will need to be able to convert flexibly among these representations. Much of the power of mathematics comes from being able to view and operate on objects from different perspectives” (NCTM 2000, p. 361). In fact, when students represent, discuss, and make connections among different mathematical ideas by using different methods, they engage in deeper sense making and improve their problem-solving skills while refining their mathematical understanding (Fuson, Kalchman, and Bransford 2005; Lesh, Post, and Behr 1987).

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23

Prendergast, Mark, and Joseph Roche. "Supporting Mathematics Teachers’ Development through Higher Education." International Journal of Higher Education 6, no. 1 (January 13, 2017): 209. http://dx.doi.org/10.5430/ijhe.v6n1p209.

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Mathematics education, both nationally and internationally, is facing a number of challenges with significant on-going shifts in the structure, content, and core principles of mathematics curricula in countries around the world. For example, in Ireland there was an ambitious reform of the post-primary mathematics curricula in 2010 with further changes proposed in 2018. In light of these changes and concerns regarding ineffective teaching and a lack of continuous professional development, the National Council for Curriculum and Assessment (NCCA) has recommended that structures be put in place to facilitate practicing mathematics teachers to achieve postgraduate qualifications, ideally at Masters Level. To facilitate this recommendation, a new Mathematics Education strand of the Master in Education programme in Trinity College Dublin has been developed. This paper outlines the rationale for the new strand, as well as detailing its structure and content.

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24

Fitriati. "STORING THE INFORMATION INTO LONG TERM MEMORY AND ITS IMPACTS ON LEARNING MATHEMATICS." Visipena Journal 4, no. 1 (June 30, 2013): 1–9. http://dx.doi.org/10.46244/visipena.v4i1.109.

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Memory obviously plays an important role in knowledge retention. In particular, when learning mathematics students claim that much of what is taught in classrooms is soon forgotten and learning mathematics is difficult or not interesting. Neuroscience, through its study on long term memory, has tried to identify why these phenomena occur. Then some possible solutions are suggested. Understanding the processes of memory storage including acquisition, consolidation, recoding, storing and retrieval helps teachers to efficiently plan for effective learning activities. Therefore, this paper outlines the potential implication of long term memory to mathematics learning as well as suggests some learning strategies that might solve students‟ and teachers‟ problem in learning mathematics.

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25

Collings, Simon, Ryszard Kozera, and Lyle Noakes. "Recognising Algebraic Surfaces from Two Outlines." Journal of Mathematical Imaging and Vision 30, no. 2 (November 29, 2007): 181–93. http://dx.doi.org/10.1007/s10851-007-0050-5.

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26

Chemla, Karine. "What is at Stake in Mathematical Proofs from Third-Century China?" Science in Context 10, no. 2 (1997): 227–51. http://dx.doi.org/10.1017/s0269889700002647.

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The ArgumentTo highlight speculative trends specific to the mathematical tradition that developed in China, the paper analyzes an excerpt of a third-century commentary on a mathematical classic, which arguably contains a proof. The paper shows that the following three tasks cannot be dissociated one from the other: (1) to discuss how the ancient text should be read; (2) to describe the practice of mathematical proof to which this text bears witness; (3) to bring to light connections between philosophy and mathematics that it demonstrates were established in China. To this end the paper defines its use of the word “proof” and outlines a program for an international history of mathematical proof. It describes the sense in which the text conveys a proof and shows how it simultaneously fulfills algorithmic ends, bringing to light a formal pattern that appears to be fundamental both for mathematics and for other domains of reality. The interest in transformations that mathematical writings demonstrate in China at that time seems to have been influenced by philosophical developments based on The Book of Changes (Yi-jing), which the excerpt quotes. This quotation within a mathematical context makes it possible to suggest an interpretation for a rather difficult philosophical statement.

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27

Sarfraz, Muhammad. "Vectorizing outlines of generic shapes by cubic spline using simulated annealing." International Journal of Computer Mathematics 87, no. 8 (July 2010): 1736–51. http://dx.doi.org/10.1080/00207160802452519.

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28

Hawkins, A. E. "The Shape of Powder-Particle Outlines." Biometrics 50, no. 3 (September 1994): 897. http://dx.doi.org/10.2307/2532825.

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29

Furukawa, Y., A. Sethi, J. Ponce, and D. J. Kriegman. "Robust structure and motion from outlines of smooth curved surfaces." IEEE Transactions on Pattern Analysis and Machine Intelligence 28, no. 2 (February 2006): 302–15. http://dx.doi.org/10.1109/tpami.2006.41.

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30

Vlcek, J., and E. Cheung. "Fractal analysis of leaf shapes." Canadian Journal of Forest Research 16, no. 1 (February 1, 1986): 124–27. http://dx.doi.org/10.1139/x86-020.

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An application of fractal mathematics to the analysis of leaf shapes is presented. Six leaves randomly selected from nine tree species were used in the study. A video imaging method together with microcomputer-based image processing was used to generate leaf outlines. A fractal analysis program was written to calculate the fractal dimensions of the leaves. Recalling a leaf outline from a diskette and specifying both the starting position on it (e.g., the beginning of the petiole) and six step lengths (explained later), the program then generates the fractal dimension according to the theory described. The results show that the fractal dimension is sensitive to leaf shape variations within a species. For example, two types of ginkgo leaves (one with and one without a notch in the middle of the leaf outline) showed distinctly different fractal values. Similar sensitivity to shape change was observed among the leaves of white oak, red oak, and sugar maple where such variables as width to length ratio and the degree of jaggedness of the leaf caused a departure of the fractal value from the average.

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31

Burrell, Andrew, Jo McCready, Zainab Munshi, and Davide Penazzi. "Developing an 'outdoor inspired' indoor experiential mathematics activity." MSOR Connections 16, no. 1 (November 16, 2017): 26. http://dx.doi.org/10.21100/msor.v16i1.351.

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The issue of poor retention and achievement rates is one that plagues many British universities. While well documented and researched, there is still need for innovative practices to address this problem. This article outlines the theoretical underpinning of the Activity Guide, a tool the authors developed to support mathematics departments in order to make the transition to university easier for students and thus increase retention and attainment. Some of the topics covered here include reflective practise, experiential learning and independence; topics adapted from an outdoor frontier education course that had been specifically tailored by the authors to target and develop study skills particularly important for mathematics subjects. To allow for transferability and use by the entire higher education mathematics community the Activity Guide was produced to bring a similar course on university campuses, or even in classrooms, to better cater for resources and the scale the institutions’ facilities allow. The Activity Guide contains all that lecturers will need to plan, set up and deliver a range of activities to their students.

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32

Huntley, Mary Ann. "Brief Report: Measuring Curriculum Implementation." Journal for Research in Mathematics Education 40, no. 4 (July 2009): 355–62. http://dx.doi.org/10.5951/jresematheduc.40.4.0355.

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Using curriculum-specific tools for measuring fidelity of implementation is an essential yet often overlooked aspect of examining relationships among textbooks, teaching, and student learning. This “Brief Report” describes the variety of ways that curriculum implementation is measured and argues that there is an urgent need to develop curriculum-sensitive tools for analyzing classroom practice. The report outlines the use of the Concerns-Based Adoption Model (CBAM) theory to develop analytical tools for measuring implementation of two middle-grades reform mathematics curricula: Connected Mathematics and MathThematics. The report also presents next steps in this program of research.

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Lawler, K., T. Vlasova, A. O. Moscardini, and A. Alsariaan. "THE FUTURE OF MACROECONOMICS: A CYBERNETIC VIEW." Bulletin of Taras Shevchenko National University of Kyiv. Economics, no. 209 (2020): 20–25. http://dx.doi.org/10.17721/1728-2667.2020/209-2/3.

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This paper outlines many weaknesses in macroeconomic theory today and suggests a way out of the dilemma is to use systems or cybernetic thinking. The paper uses a topical case study to illustrate the authors’ views of economics, cybernetics and mathematics. It concludes with recommendations for the future of economics in the 21st century.

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34

Rubillo, James M. "Up and Down Like a Hailstone in a Storm Cloud." Arithmetic Teacher 35, no. 3 (November 1987): 54–55. http://dx.doi.org/10.5951/at.35.3.0054.

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Number theory has fascinated mathematicians, numerologists, and puzzle solvers for generations. The great appeal of this branch of mathematics stems from the simple nature of the tools required to explore an interesting idea. These tools usually consist of persistence, ingenuity, and the four basic operations that are taught in the elementary grades. This article outlines an unsolved problem from number theory that can be explored by young students. The problem does not have a long or clear history. It was first mentioned during the 1930s and has periodically reappeared as a mathematical curiosity. The problem is known a the “3n + 1 problem” or the “hailstone problem.” Both names are obscure and do not lend an insight into the nature of the problem.

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35

Odvárko, Oldrich, and Jan Troják. "The Education of Mathematically Gifted Pupils in Czechoslovakia." Gifted Education International 6, no. 2 (September 1989): 104–8. http://dx.doi.org/10.1177/026142948900600208.

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This paper outlines the provision for very able mathematicians in Czechoslovakia, giving detail of the syllabi both in the general system of schooling and in the special classes. It comments on the success of the overall provision, the close liaison between the special classes and the Universities and gives detail of the Mathematics Olympiad, the Pythagoriad, the Science competition.

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36

MADDY, PENELOPE. "A SECOND PHILOSOPHY OF ARITHMETIC." Review of Symbolic Logic 7, no. 2 (November 8, 2013): 222–49. http://dx.doi.org/10.1017/s1755020313000336.

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37

Wilson, Jonee, Mahtab Nazemi, Kara Jackson, and Anne Garrison Wilhelm. "Investigating Teaching in Conceptually Oriented Mathematics Classrooms Characterized by African American Student Success." Journal for Research in Mathematics Education 50, no. 4 (July 2019): 362–400. http://dx.doi.org/10.5951/jresematheduc.50.4.0362.

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This article outlines several forms of instructional practice that distinguished middle-grades mathematics classrooms that were organized around conceptually oriented activity and marked by African American students' success on state assessments. We identified these forms of practice based on a comparative analysis of teaching in (a) classrooms in which there was evidence of conceptually oriented instruction and in which African American students performed better than predicted by their previous state assessment scores and (b) classrooms in which there was evidence of conceptually oriented instruction but in which African American students did not perform better than predicted on previous state assessment scores. The resulting forms of practice can inform professional learning for preservice and in-service teachers.

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38

Vasieva, Olga, Manan'Iarivo Rasolonjanahary, and Bakhtier Vasiev. "Mathematical modelling in developmental biology." REPRODUCTION 145, no. 6 (June 2013): R175—R184. http://dx.doi.org/10.1530/rep-12-0081.

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In recent decades, molecular and cellular biology has benefited from numerous fascinating developments in experimental technique, generating an overwhelming amount of data on various biological objects and processes. This, in turn, has led biologists to look for appropriate tools to facilitate systematic analysis of data. Thus, the need for mathematical techniques, which can be used to aid the classification and understanding of this ever-growing body of experimental data, is more profound now than ever before. Mathematical modelling is becoming increasingly integrated into biological studies in general and into developmental biology particularly. This review outlines some achievements of mathematics as applied to developmental biology and demonstrates the mathematical formulation of basic principles driving morphogenesis. We begin by describing a mathematical formalism used to analyse the formation and scaling of morphogen gradients. Then we address a problem of interplay between the dynamics of morphogen gradients and movement of cells, referring to mathematical models of gastrulation in the chick embryo. In the last section, we give an overview of various mathematical models used in the study of the developmental cycle of Dictyostelium discoideum, which is probably the best example of successful mathematical modelling in developmental biology.

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39

Darlington, Ellie. "Shortcomings of the ‘approaches to learning’ framework in the context of undergraduate mathematics." Journal of Research in Mathematics Education 8, no. 3 (October 24, 2019): 293. http://dx.doi.org/10.17583/redimat.2019.2541.

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Students’ approaches to learning are heavily researched in higher education, and are of particular concern in the field of mathematics where many students have been found to struggle with the transition to university mathematics. This article outlines a mixed methods study which sought to describe undergraduate mathematicians’ approaches to learning using the deep-surface-strategic ‘trichotomy’ using the Approaches and Study Skills Inventory for Students with 414 mathematics students and semi-structured interviews with a subset of 13 at a leading British university. Analysis found that neither the ‘approaches to learning’ framework nor the inventory can effectively describe students’ study practices, and conceal important elements of how students learn advanced mathematics for examinations. Therefore, it is important that educators do not try to oversimplify students’ methods using quantitative questionnaires but do seek to support those who would otherwise rely solely on memorisation as a means of passing high-stakes examinations.

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40

Rambhia, Sanjay. "Teacher to Teacher: A New Approach to an Old Order." Mathematics Teaching in the Middle School 8, no. 4 (December 2002): 193–95. http://dx.doi.org/10.5951/mtms.8.4.0193.

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One of the many important ideas that we teach in the mathematics and prealgebra curricula is the concept of order of operations. However, it is a concept that many students consistently forget from year to year. Students invariably solve problems from left to right, regardless of the hierarchy associated with the operations. This article outlines a new approach to teaching this important concept.

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41

Gavrilina, Olga V. "Integration of mathematics and informatics by means of geometry in primary school." Science and School, no. 5, 2020 (2020): 142–56. http://dx.doi.org/10.31862/1819-463x-2020-5-142-156.

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The article outlines the relevance of using geometric material as a means of integrating elementary school mathematics and computer science education. Peculiarities of teaching junior schoolchildren elements of geometry are considered. The analysis of mathematics and informatics programs in terms of geometric material content in the elementary mathematics course is carried out. The criteria for selecting the content of geometric material aimed at integrating elementary mathematics and computer science selected in the research process have been illustrated. A set of geometric tasks is presented, aimed at optimising the learning process and improving the quality of knowledge in the subject area of „Mathematics and Computer Science” when integrating primary school mathematics and computer science teaching. The study was based on an analysis of the psychological, pedagogical and methodological literature on the problem under study. The possibility of integrating mathematics and informatics by means of geometry in primary schools to make inter-subject connections was theoretically justified and practically confirmed. The integration of mathematics and computer science contributes to the implementation of inter-subject connections, since the student simultaneously uses knowledge from the field of mathematics, computer science, and computer knowledge. This leads to the formation of a scientific worldview.

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42

Pulos, Joshua M., Corey Peltier, Kendra L. Williams-Diehm, and James E. Martin. "Promoting Academic and Nonacademic Behaviors in Students With EBD Using the Self-Determined Learning Model of Instruction: A Mathematics Example." Beyond Behavior 29, no. 3 (September 9, 2019): 162–73. http://dx.doi.org/10.1177/1074295619871009.

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Teaching self-determination to students with emotional and behavioral disorders (EBD) may empower them to become self-regulated problem solvers. This article, using the Self-Determined Learning Model of Instruction (SDLMI), outlines a framework for teachers to facilitate mathematics instruction and goal attainment relative to in-school and postschool outcomes. The SDLMI’s three phases enable teachers to promote self-directed learning in their students with EBD. These increased opportunities of self-regulated learning can improve students’ in-school and postschool success.

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Kunwar, Rajendra. "Dyscalculia in Learning Mathematics: Underpinning Concerns for Delivering Contents." Dristikon: A Multidisciplinary Journal 11, no. 1 (August 17, 2021): 127–44. http://dx.doi.org/10.3126/dristikon.v11i1.39154.

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Dyscalculia is a term that affects the ability to acquire arithmetical skills. It is one of the important areas of a specific learning disorder in mathematics covering the areas particularly, number sense, memorization of arithmetic facts, accurate and fluent calculation, and accurate math reasoning. It is estimated that about 3-6 percent of the population is facing problems associated with dyscalculia. This paper explores the theoretical consideration of dyscalculia in learning mathematics and outlines the ways of employing effective pedagogy to address dyscalculic students. The study is based on theoretical and descriptive methods. It focuses on the theoretical concern about learning mathematics, dyscalculia, its meaning and concept, types, causes, common difficult areas and impacts on mathematics learning. It also draws out the way of effectively delivering content and provides support for the dyscalculic learner. This article concludes that dyscalculic learners are facing various difficulties due to their weak number sense, low basic mathematics fluency, reasoning and accurate arithmetic calculation. Thus it is essential to provide specialized instruction as well as extra support to uplifts and retain the skills and performance of the dyscalculic learner in mathematics. Otherwise, the arithmetic inability can lead the learner to more difficult circumstances that may be beyond the classroom learning context.

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44

Schmittbuhl, Matthieu, Bernard Allenbach, Jean-Marie Le Minor, and André Schaaf. "Elliptical Descriptors: Some Simplified Morphometric Parameters for the Quantification of Complex Outlines." Mathematical Geology 35, no. 7 (October 2003): 853–71. http://dx.doi.org/10.1023/b:matg.0000007783.72366.0c.

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45

Viteckova, Slavka, Patrik Kutilek, Gérard de Boisboissel, Radim Krupicka, Alena Galajdova, Jan Kauler, Lenka Lhotska, and Zoltan Szabo. "Empowering lower limbs exoskeletons: state-of-the-art." Robotica 36, no. 11 (August 15, 2018): 1743–56. http://dx.doi.org/10.1017/s0263574718000693.

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SUMMARYGiven the advanced breakthroughs in the field of supportive robotic technologies, interest in the integration of the human body and a robot into a single system has rapidly increased. The aim of this work is to provide an overview of empowering lower limbs exoskeletons. Along with lower exoskeleton limbs, their unique design concepts, operator–exoskeleton interactions and control strategies are described. Although many problems have been solved in recent development, many challenges remain. Especially in the context of infantry soldiers, fire fighters and rescuers, the challenges of empowering exoskeletons are discussed, and improvements are outlined and described. This study is not only a summary of the current state, but also points to weaknesses of empowering lower limbs exoskeletons and outlines possible improvements.

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Heikkila, Eric J., Ti-Yan Shen, and Kai-Zhong Yang. "Fuzzy Urban Sets: Theory and Application to Desakota Regions in China." Environment and Planning B: Planning and Design 30, no. 2 (April 2003): 239–54. http://dx.doi.org/10.1068/b12820.

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This paper outlines a method for using the mathematics of fuzzy sets that is well suited to measure and characterize periurbanizing ( desakota) systems typical of China, Southeast Asia, and other areas experiencing rapid urbanization. Drawing on Kosko's ‘fuzzy hypercube’, we derive three distinct but interdependent measures: (1) extent of urbanization, (2) level of fuzziness, and (3) degree of entropy. The feasibility of the proposed method is demonstrated by using remote sensing data for Ningbo, China.

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47

Narziev, Otabek. "Genesis And Development Of Capital Market In Cis Countries: Cases From Russia, Kazakhstan, And Uzbekistan." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 4 (April 11, 2021): 1109–16. http://dx.doi.org/10.17762/turcomat.v12i4.623.

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This paper provides the necessary information and analysis for understanding and considering the main research questions and discussions of the research. Notably, this section outlines the background to capital market formation and development in CIS countries through a brief history of the CIS; considers the necessity of capital market and its regulation in CIS countries; reviews the institutional and legal framework of capital market regulation, and analyzes certain problems of capital market development.

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Hošpesová, Alena, Jarmila Novotná, Naďa Vondrová, Hana Moraová, and Marie Tichá. "From Teacher of Nations to Teacher of Mathematics." Mathematics 9, no. 14 (July 6, 2021): 1583. http://dx.doi.org/10.3390/math9141583.

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The article provides an overview of research focusing on pre- and in-service teacher education, conducted in the Czech Republic by teams of researchers of which the authors were members. It employs the methodology of a qualitative meta-analysis of studies aimed at distinguishing key areas of research and their main results. Twenty-one studies were analyzed, 11 of which targeted pre-service teachers and 10 in-service teachers. The article briefly describes the historical and cultural context that informs mathematics education in the Czech Republic. It also elaborates on key theoretical concepts shared by the studies analyzed, including teachers’ pedagogical content knowledge, competence and pedagogical reflection. The meta-analysis uncovered a common core of the studies in their focus on the process of professionalization for mathematics teachers in its three dimensions: professional vision, professional knowledge, and professional action. Six core research strands are identified within the group of studies: lesson study as a means of developing teachers’ pedagogical content knowledge; joint reflection; professional vision and its development; culture of problem solving and teacher development; problem posing to support subject-didactic competence and teachers’ competencies for content and language integrated learning and culturally responsive teaching. The article outlines the methodology and main results of the studies in each research strand and discusses their implications. Finally based on the meta-analysis, a discussion of the core concepts of teacher reflection, problem solving and problem posing is developed.

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Atiyah, Michael, and Matilde Marcolli. "Anyon Networks from Geometric Models of Matter." Quarterly Journal of Mathematics 72, no. 1-2 (February 8, 2021): 717–33. http://dx.doi.org/10.1093/qmath/haab004.

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Abstract This paper, completed in its present form by the second author after the first author passed away in 2019, describes an intended continuation of the previous joint work on anyons in geometric models of matter. This part outlines a construction of anyon tensor networks based on four-dimensional orbifold geometries and braid representations associated with surface-braids defined by multisections of the orbifold normal bundle of the surface of orbifold points.

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Pandey, Shashi Kant, and Jacqueline Shaffer. "Outliers/Triangle." Mathematics Teacher: Learning and Teaching PK-12 113, no. 2 (February 2020): 180. http://dx.doi.org/10.5951/mtlt.2019.0406.

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