Gotowe bibliografie tematyczne / Mathematics

Spis treści

  1. Artykuły w czasopismach
  2. Rozprawy doktorskie
  3. Książki
  4. Części książek
  5. Streszczenia konferencji
  6. Raporty organizacyjne

Gotowa bibliografia na temat „Mathematics”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 25 lipca 2025

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Artykuły w czasopismach na temat "Mathematics"

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Gokkurt, Burcin, Yasin Soylu, and Tugba Ornek. "Mathematical language skills of mathematics teachers." International Journal of Academic Research 5, no. 6 (2013): 238–45. http://dx.doi.org/10.7813/2075-4124.2013/5-6/b.38.

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Rismayanti, Afriliani, Sudi Prayitno, Muhammad Turmuzi, and Hapipi Hapipi. "Pengaruh Kemampuan Penalaran dan Representasi Matematis terhadap Hasil Belajar Matematika Kelas VIII di SMP." Griya Journal of Mathematics Education and Application 1, no. 3 (2021): 448–54. http://dx.doi.org/10.29303/griya.v1i3.64.

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This Research aims to know about the reasoning ability and mathematic representation ability to the results of mathematic lesson in students grade VIII SMP Negeri 1 Batulayar year academic 2019/2020. This research used quantitative approach with ex post facto research type. The population of this research is the eighth grade students of SMP Negeri 1 Batulayar. In determining the sample, probability sampling technique with the type of cluster sampling was used. The sample in this research is the students of class VIII B SMP Negeri 1 Batulayar amounted to 22 students. Data analysis used was mult
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Rocha, Helena. "Mathematical proof: from mathematics to school mathematics." Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences 377, no. 2140 (2019): 20180045. http://dx.doi.org/10.1098/rsta.2018.0045.

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Proof plays a central role in developing, establishing and communicating mathematical knowledge. Nevertheless, it is not such a central element in school mathematics. This article discusses some issues involving mathematical proof in school, intending to characterize the understanding of mathematical proof in school, its function and the meaning and relevance attributed to the notion of simple proof. The main conclusions suggest that the idea of addressing mathematical proof at all levels of school is a recent idea that is not yet fully implemented in schools. It requires an adaptation of the
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Turton, Roger W. "Mathematical Lens: Tent Mathematics." Mathematics Teacher 102, no. 5 (2008): 356–58. http://dx.doi.org/10.5951/mt.102.5.0356.

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Most people go camping to escape the responsibilities of their professional lives. However, for a mathematician, even something as recreational as a tent contains some interesting reminders of mathematical functions. Photograph 1 shows an interior view of one of the zippered flaps of a tent used by the author and his wife for camping.
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Turton, Roger W. "Mathematical Lens: Tent Mathematics." Mathematics Teacher 102, no. 5 (2008): 356–58. http://dx.doi.org/10.5951/mt.102.5.0356.

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Most people go camping to escape the responsibilities of their professional lives. However, for a mathematician, even something as recreational as a tent contains some interesting reminders of mathematical functions. Photograph 1 shows an interior view of one of the zippered flaps of a tent used by the author and his wife for camping.
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Karamyshev, Anton N., and Zhanna I. Zaytseva. "“MATHEMATICA” IN TEACHING STUDENTS MATHEMATICS." Práxis Educacional 15, no. 36 (2019): 610. http://dx.doi.org/10.22481/praxisedu.v15i36.5937.

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 The relevance of the topic of the article is due to the process of modernization of higher mathematical education in Russia, which has led to a significant change in curricula and the need to look for ways and forms of training that would allow students to learn the necessary material within the time granted for studying, while obtaining the maximum necessary amount of skills, knowledge, and competencies. The objective of the article is to justify the ways and principles of the development and implementation of new pedagogical and information technologies in the edu
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Parshall, Karen Hunger, and Jan P. Hogenduk. "The History of Mathematics, the History of Science, Mathematics, andHistoria Mathematica." Historia Mathematica 23, no. 1 (1996): 1–5. http://dx.doi.org/10.1006/hmat.1996.0001.

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Ochkov, Valery, and Elena Bogomolova. "Teaching Mathematics with Mathematical Software." Journal of Humanistic Mathematics 5, no. 1 (2015): 265–85. http://dx.doi.org/10.5642/jhummath.201501.15.

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Usiskin, Zalman. "Mathematical Modeling and Pure Mathematics." Mathematics Teaching in the Middle School 20, no. 8 (2015): 476–82. http://dx.doi.org/10.5951/mathteacmiddscho.20.8.0476.

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Common situations, like planning air travel, can become grist for mathematical modeling and can promote the mathematical ideas of variables, formulas, algebraic expressions, functions, and statistics.
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Wares, Arsalan. "Mathematical art and artistic mathematics." International Journal of Mathematical Education in Science and Technology 51, no. 1 (2019): 152–56. http://dx.doi.org/10.1080/0020739x.2019.1577996.

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Rozprawy doktorskie na temat "Mathematics"

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Magal, Oran. "What is mathematical about mathematics?" Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=119516.

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During a crucial period in the formation of modern-day pure mathematics, Georg Cantor wrote that "the essence of mathematics lies precisely in its freedom". Similarly, David Hilbert, in his landmark work on the axiomatization of geometry, took the view that we are free to interpret the axioms of a mathematical theory as being about whatever can be made to satisfy them, independently of pre-axiomatic ideas, seemingly intuitive truths, or typical empirical scientific applications of that theory. Cantor's and Hilbert's emphasis on the independence of pure mathematics from philosophical preconcept
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Gates, Miriam Rebecca Galpin. "Mathematics Teacher Educators’ Visions for Mathematical Inquiry in Equitable Mathematics Spaces:." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108775.

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Thesis advisor: Lillie R. Albert<br>In mathematics education, there is an imperative for more just and equitable experiences in mathematics spaces, as well as ongoing efforts to move classroom instruction toward mathematical inquiry. While Mathematics Teacher Educators (MTEs) are expected to support multiple initiatives in mathematics education, they are particularly responsible for the professional learning of teachers and teacher candidates. MTEs must therefore prepare and support the professional learning of teachers to achieve twin goals. This study was designed to understand how MTEs envi
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Gordon, Calvert Lynn Melanie. "Mathematical conversations within the practice of mathematics." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0027/NQ39532.pdf.

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Newing, A. "Mathematical recreations as a source of new mathematics." Thesis, University of Bristol, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.355096.

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Wilensky, Uriel Joseph. "Connected mathematics : builiding concrete relationships with mathematical knowledge." Thesis, Massachusetts Institute of Technology, 1993. http://hdl.handle.net/1721.1/29066.

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Ferdinand, Victor Allen. "An elementary mathematics methods course and preservice teachers' beliefs about mathematics and mathematical pedagogy: A case study /." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488191124570001.

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Bergman, Ärlebäck Jonas. "Mathematical modelling in upper secondary mathematics education in Sweden." Doctoral thesis, Linköpings universitet, Tillämpad matematik, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-54318.

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The aim of this thesis is to investigate and enhance our understanding of the notions of mathematical models and modelling at the Swedish upper secondary school level. Focus is on how mathematical models and modelling are viewed by the different actors in the school system, and what characterises the collaborative process of a didactician and a group of teachers engaged in designing and developing, implementing and evaluating teaching modules (so called modelling modules) exposing students to mathematical modelling in line with the present mathematics curriculum. The thesis consists of five pa
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Holdaway, Emma Lynn. "Mathematical Identities of Students with Mathematics Learning Dis/abilities." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8536.

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The majority of research on the mathematics teaching and learning of students with mathematics learning dis/abilities is not performed in the field of mathematics education, but in the field of special education. Due to this theoretical divide, students with mathematics learning dis/abilities are far more likely to be in classes that emphasize memorization, direct instruction, and the explicit teaching of rules and procedures. Additionally, students with mathematics learning dis/abilities are often seen as "unable" to succeed in school mathematics and are characterized by their academic diffic
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Shabel, Lisa A. "Mathematics in Kant's critical philosophy : reflections on mathematical practice /." New York : Routledge, 2003. http://catalogue.bnf.fr/ark:/12148/cb38959242q.

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Piatek-Jimenez, Katrina L. "Undergraduate mathematics students' understanding of mathematical statements and proofs." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280643.

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This dissertation takes a qualitative look at the understanding of mathematical statements and proofs held by college students enrolled in a transitional course, a course designed to teach students how to write proofs in mathematics. I address the following three research questions: (1) What are students' understandings of the structure of mathematical statements? (2) What are students' understandings of the structure of mathematical proofs? (3) What concerns with the nature of proof do students express when writing proofs? Three individual interviews were held with each of the six participant
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Książki na temat "Mathematics"

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Gray, Theodore W. Exploring mathematics with Mathematica: Dialogs concerning computers and mathematics. Addison-Wesley, 1991.

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Nunes, Terezinha. Street mathematics and school mathematicss. Cambridge U P, 1993.

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Philip, Crooke, ed. Mathematics and Mathematica for economists. Blackwell, 1997.

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Litvinov, G. L., and V. P. Maslov, eds. Idempotent Mathematics and Mathematical Physics. American Mathematical Society, 2005. http://dx.doi.org/10.1090/conm/377.

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McDuffie, Amy Roth, ed. Mathematical Modeling and Modeling Mathematics. National Council of Teachers of Mathematics, 2016.

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Omel'chenko, Vitaliy, Natal'ya Karasenko, A. Lavrent'ev, and V. Stukopin. Mathematics. INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1855784.

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The textbook describes in detail the basics of discrete mathematics, mathematical analysis, basic numerical methods, elements of linear algebra, probability theory and mathematical statistics. The presentation of the theoretical material is accompanied by a large number of examples and tasks. Tasks for independent work are given.&#x0D; Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation.&#x0D; For students of all specialties of secondary vocational educational institutions.
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Stojanovic, Srdjan. Computational Financial Mathematics using MATHEMATICA®. Birkhäuser Boston, 2003. http://dx.doi.org/10.1007/978-1-4612-0043-7.

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Yuhno, Natal'ya. Mathematics. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1002604.

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The textbook presents: theoretical material, solved multi-level tasks on topics and practical exercises, test tasks, theoretical questions that form the communicative competence of students in independent work. Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation. It is intended for studying theoretical material and performing independent work in mathematics within the framework of the mandatory hours provided for by the work programs in the discipline PD. 01 "Mathematics: algebra, the beginning of mathematical analysis, g
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Clark, Colin Whitcomb. Mathematical bioeconomics: The mathematics of conservation. 3rd ed. Wiley, 2010.

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Peter, Milosav, and Ercegovaca Irene, eds. Mathematics and mathematical logic: New research. Nova Science Publishers, 2009.

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Części książek na temat "Mathematics"

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Vázquez, Luis. "Applied Mathematics (Mathematical Physics, Discrete Mathematics, Operations Research)." In Encyclopedia of Sciences and Religions. Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-1-4020-8265-8_1248.

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Buchberger, B. "Mathematica: doing mathematics by computer?" In Texts and Monographs in Symbolic Computation. Springer Vienna, 1997. http://dx.doi.org/10.1007/978-3-7091-6531-7_1.

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Šikić, Zvonimir. "Mathematical Logic: Mathematics of Logic or Logic of Mathematics." In Guide to Deep Learning Basics. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37591-1_1.

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Closs, Michael P. "Mathematics: Aztec Mathematics." In Encyclopaedia of the History of Science, Technology, and Medicine in Non-Western Cultures. Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-007-7747-7_8748.

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Closs, Michael P. "Mathematics: Maya Mathematics." In Encyclopaedia of the History of Science, Technology, and Medicine in Non-Western Cultures. Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-007-7747-7_9401.

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Sriraman, Bharath, Narges Yaftian, and Kyeong Hwa Lee. "Mathematical Creativity and Mathematics Education." In The Elements of Creativity and Giftedness in Mathematics. SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-439-3_8.

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Voiron-Canicio, Christine. "Geography, Mathematics and Mathematical Morphology." In Lecture Notes in Computer Science. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-38294-9_44.

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Carter, Jessica. "Experimental Mathematics in Mathematical Practice." In Handbook of the History and Philosophy of Mathematical Practice. Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-40846-5_121.

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Carter, Jessica. "Experimental Mathematics in Mathematical Practice." In Handbook of the History and Philosophy of Mathematical Practice. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-030-19071-2_121-1.

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Pollack, Henry. "Mathematical modeling and discrete mathematics." In Discrete Mathematics in the Schools. American Mathematical Society, 2000. http://dx.doi.org/10.1090/dimacs/036/11.

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Streszczenia konferencji na temat "Mathematics"

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Mohd, Norhatta, Wan Iman Wan Salim, and Suriana Ismail. "Exploring Mathematics Anxiety and Mathematics Achievement among Technical Students." In 2024 International Visualization, Informatics and Technology Conference (IVIT). IEEE, 2024. http://dx.doi.org/10.1109/ivit62102.2024.10692548.

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Grootenboer, Peter. "Mathematics education: Building mathematical identities." In 28TH RUSSIAN CONFERENCE ON MATHEMATICAL MODELLING IN NATURAL SCIENCES. AIP Publishing, 2020. http://dx.doi.org/10.1063/5.0000581.

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Schoenefeld, Dale A., and Roger L. Wainwright. "Integration of discrete mathematics topics into the secondary mathematics curriculum using Mathematica." In the twenty-fourth SIGCSE technical symposium. ACM Press, 1993. http://dx.doi.org/10.1145/169070.169353.

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Ricks, Thomas. "Overcoming Mathematical Anthropocentrism in Mathematics Education." In AERA 2022. AERA, 2022. http://dx.doi.org/10.3102/ip.22.1887764.

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Ricks, Thomas. "Overcoming Mathematical Anthropocentrism in Mathematics Education." In 2022 AERA Annual Meeting. AERA, 2022. http://dx.doi.org/10.3102/1887764.

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Hartono, Yusuf, Elika Kurniadi, and Weni Dwi Pratiwi. "Mathematics teachers’ perception on mathematical proof." In THE 2ND NATIONAL CONFERENCE ON MATHEMATICS EDUCATION (NACOME) 2021: Mathematical Proof as a Tool for Learning Mathematics. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0142291.

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Wickham-Jones, Tom. "Exploring the Beauty of Mathematics with Mathematica." In Electronic Visualisation and the Arts (EVA 2014). BCS Learning & Development, 2014. http://dx.doi.org/10.14236/ewic/eva2014.59.

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Wilkerson, Trena L. "Connecting Effective Mathematics Teaching Practices and Mathematical Practices." In 1st International Conference on Mathematics and Mathematics Education (ICMMEd 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210508.033.

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Watt, Stephen M. "On the Mathematics of Mathematical Handwriting Recognition." In 12th International Symposium on Symbolic and Numeric Algorithms for Scientific Computing (SYNASC 2010). IEEE, 2010. http://dx.doi.org/10.1109/synasc.2010.93.

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Riyanto, Bambang. "Designing Mathematical Modeling Tasks for Learning Mathematics." In 2nd National Conference on Mathematics Education 2021 (NaCoME 2021). Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220403.007.

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Raporty organizacyjne na temat "Mathematics"

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Chua, Boon Liang. Justification in Mathematics (JiM). National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22628.

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This JiM project set out to research the current state of understanding of mathematical justification by both Singapore secondary school students and Mathematics teachers across the different content strands in the Singapore secondary Mathematics curriculum. This timely and relevant project was started to complement the current goal of the Ministry of Education (MOE) on fostering reasoning in the learning of Mathematics in schools. While MOE focuses on the reasoning process, our study examined the outcomes of this reasoning process. For many years, mathematical reasoning and communication have
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Bailey, David H., Jonathan M. Borwein, David Broadhurst, and Wadim Zudilin. Experimental Mathematics and Mathematical Physics. Office of Scientific and Technical Information (OSTI), 2009. http://dx.doi.org/10.2172/964375.

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De Bortoli, Lisa, and Catherine Underwood. PISA 2022. A closer look at mathematics in Australia. Australian Council for Educational Research, 2025. https://doi.org/10.37517/978-1-74286-786-1.

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The Programme for International Student Assessment (PISA) is an international comparative study that assesses how well 15-year-olds, who have nearly completed compulsory schooling in most participating educational systems, can use their knowledge and skills to meet real-world opportunities and challenges. In each cycle of PISA, students are assessed in the domains of reading, mathematics and science. Each cycle has a domain that is the major focus and for which there is a higher proportion of questions than from the others. Mathematics was the major focus in the 2022 cycle. The mathematics ass
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Kramarenko, Tetiana H., Olha S. Pylypenko, and Vladimir I. Zaselskiy. Prospects of using the augmented reality application in STEM-based Mathematics teaching. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3753.

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The purpose of the study is improving the methodology of teaching Mathematics using cloud technologies and augmented reality, analyzing the peculiarities of the augmented reality technology implementing in the educational process. Attention is paid to the study of adaptation of Augmented Reality technology implementing in teaching mathematical disciplines for students. The task of the study is to identify the problems requiring theoretical and experimental solutions. The object of the study is the process of teaching Mathematics in higher and secondary education institutions. The subject of th
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Näslund-Hadley, Emma, Juan Manuel Hernández Agramonte, Carolina Méndez, and Fernando Fernandez. Remote Parent Coaching in Preschool Mathematics: Evidence from Peru. Inter-American Development Bank, 2022. http://dx.doi.org/10.18235/0004403.

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We evaluate the effects of a 10-week intervention that randomly provided access to remote coaching to parents of preschool children over the summer break in Peru. In response to learning losses during COVID-19 induced school closures, education coaches offered guidance and encouragement to parents in activities aimed to accelerate the development of core mathematical skills. We find that the intervention improved mathematics cognitive outcomes by 0.12 standard deviations. Moreover, we show that remote coaches increase the likelihood and frequency of parental engagement in mathematics-related a
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Bilous, Vladyslav V., Volodymyr V. Proshkin, and Oksana S. Lytvyn. Development of AR-applications as a promising area of research for students. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/4409.

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The article substantiates the importance of using augmented reality in the educational process, in particular, in the study of natural and mathematical disciplines. The essence of AR (augmented reality), characteristics of AR hardware and software, directions and advantages of using AR in the educational process are outlined. It has proven that AR is a unique tool that allows educators to teach the new digital generation in a readable, comprehensible, memorable and memorable format, which is the basis for developing a strong interest in learning. Presented the results of the international stud
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Swetz, Frank J. Mathematics in India. The MAA Mathematical Sciences Digital Library, 2009. http://dx.doi.org/10.4169/loci003292.

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Hammer, Peter L. Discrete Applied Mathematics. Defense Technical Information Center, 1993. http://dx.doi.org/10.21236/ada273552.

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Ловьянова, И. В. Математическая деятельность старшеклассников как специфический вид учебной деятельности. [б. в.], 2013. http://dx.doi.org/10.31812/0564/2385.

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In this article the learning of mathematics is seen as a mathematical training activities. The author describes the features of educational activity: characteristics, psychological content, structure. Determine the nature of mathematical activity and her specifics in senior profile school.
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Babicheva, Irina. Presentation and script for the student mathematical KVN "Relaxing with mathematics". Science and Innovation Center Publishing House, 2020. http://dx.doi.org/10.12731/presentation_and_script.

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Презентация и сценарий для студенческого математического КВН «Отдыхаем с математикой» демонстрируют один из возможных вариантов проведения данного мероприятия. Материалы разработаны для оказания методической поддержки организаторам предметных КВН. В математическом КВН могут участвовать две и более команд по 5-7 человек в каждой. КВН составлен из 10 конкурсов: «Визитная карточка», «Биатлон», «Математики шутят», «Ба! Знакомые все лица!», «Шифровальщики», «Эрудицион», «Математика танцует», «Черный ящик», «Перевертыши» и домашнее задание на тему «Как я люблю математику». Все конкурсы сопровождаютс
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