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Добірка наукової літератури з теми "Development mathematics"

Автор: Grafiati

Опубліковано: 28 травня 2022

Оновлено: 31 липня 2025

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Статті в журналах з теми "Development mathematics"

1

Makhmudjon, Mamirov. "HISTORICAL DEVELOPMENT OF MATHEMATICS: ANCIENT MATHEMATICIANS, THEIR WORKS, AND CONTRIBUTIONS TO THE DEVELOPMENT OF MATHEMATICS." Journal of Management and Economics 4, no. 11 (2024): 13–19. http://dx.doi.org/10.55640/jme-04-11-03.

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This article explores the historical development of mathematics, focusing on ancient mathematicians and their significant contributions. It examines key civilizations, including Mesopotamia, Egypt, India, China, Greece, and the Islamic Golden Age, highlighting their unique mathematical innovations. The study covers foundational concepts such as the base-60 system, the introduction of zero, and the axiomatic method established by Euclid. By analyzing the interconnectedness of these contributions, the article emphasizes the collaborative nature of mathematical knowledge and its evolution over ti

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2

Damjanović, Radojko. "Teacher and teaching mathematics, development of (mathematical) thinking." Journal of Educational Studies in Mathematics and Computer Science 1, no. 1 (2024): 49–62. https://doi.org/10.5937/jesmac2401049d.

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Each period of social development is marked by a corresponding pedagogy and accompanying didactics, that is, special forms of didactics. In that sense, the methodology of teaching mathematics is also determined by various influences induced by complex relations between different factors in the educational field. Teachers (within the area of teaching mathematics) are creators of educational situations (incentives) in a demanding endeavor of developing students' mathematical thinking. The assumptions for high-quality educational work in the segment of teaching and learning mathematics are contai

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3

Lohgheswary, N., Z. M. Nopiah, E. Zakaria, A. A. Aziz, and F. N. D. A. Samah. "Development of the Engineering Mathematics Lab Module with Mathematica." Journal of Engineering and Applied Sciences 14, no. 6 (2019): 1840–46. http://dx.doi.org/10.36478/jeasci.2019.1840.1846.

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4

Karimova K.R., Mamatov M. SH ,. "The Trend of Development and Functions of Mathematic Contemplation in Elementary School Boys." Psychology and Education Journal 58, no. 2 (2021): 1486–93. http://dx.doi.org/10.17762/pae.v58i2.2299.

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Анотація:

Here given the features, characteristic qualities of mathematic thinking and possibilities of increasing it during teaching mathematics in primary classes relatively to the formation of separate forms of mathematical thinking from the methods of teaching the mathematics, methods of scientific thinking.

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5

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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6

Sugianto, Rahmad, Yus Mochamad Cholily, Rani Darmayanti, Kamilia Rahmah, and Niswatun Hasanah. "Development of Rainbow Mathematics Card in TGT Learning For Increasing Mathematics Communication Ability." Kreano, Jurnal Matematika Kreatif-Inovatif 13, no. 2 (2022): 221–33. http://dx.doi.org/10.15294/kreano.v13i2.38068.

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Mathematics communication, which includes writing, drawing, and expressing mathematics, is essential in learning mathematics. The teacher needs to design learning to develop the ability to communicate mathematically. Questions presented in the Rainbow Mathematics Card (RMC) allow participants to be educated to convey the ideas and concepts that become part of developing mathematics communication ability. The study aims to make mathematics communication ability TGT learning with RMC. A type study is a mixed method that is designed and experimented with in subjects research. Data was obtained th

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7

Juariah, J., N. Sobarningsih, R. Nurdiansyah, H. Sugilar, D. Anggraini, and R. Kariadinata. "Integrated Mathematics Development." Journal of Physics: Conference Series 1594 (July 2020): 012044. http://dx.doi.org/10.1088/1742-6596/1594/1/012044.

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Semenets, S. P., L. M. Semenets, I. E. Snikhovska, and R. M. Holovnia. "Structural-mathematical thinking and its development in teaching Mathematics." Journal of Physics: Conference Series 2871, no. 1 (2024): 012003. http://dx.doi.org/10.1088/1742-6596/2871/1/012003.

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Abstract The paper highlights the content and components of structural-mathematical thinking, substantiates its classification basis and establishes typological characteristics. In the conceptual-categorical section of the present study, structural-mathematical thinking is introduced as a form of theoretical thinking that embodies the specifics of mathematical comprehension of reality. The content as well as structural and functional characteristics of the phenomenon under study represent the content and components of the mathematical structure. Hence, the adherence to the deductive nature of

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9

Kroesbergen, Evelyn H., Johannes E. H. Van Luit, and Pirjo Aunio. "Mathematical and cognitive predictors of the development of mathematics." British Journal of Educational Psychology 82, no. 1 (2012): 24–27. http://dx.doi.org/10.1111/j.2044-8279.2012.02065.x.

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10

B., Firmansyah, and Muhammad Rijali Rais. "DEVELOPMENT OF MATHEMATICAL LITERACY-BASED TEACHING MATERIAL ON MATHEMATICS." MaPan 11, no. 1 (2023): 21–37. http://dx.doi.org/10.24252/mapan.2023v11n1a2.

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This study aims to produce mathematics teaching material based on literacy. This teaching material is purposively developed and designated for all students, both students with low, medium, and high levels of literacy. Consequently, teachers could easily apply it classically in various learning environments in the class. The design uses the Plomp development model. The research subjects were class VII students of MTsN 3 Central Aceh with instruments in the form of expert validation sheets, practicality assessment sheets, and effectiveness assessments. This study describes the process of develop

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Дисертації з теми "Development mathematics"

1

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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2

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

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3

Kim, In Hong. "Preschool Teachers’ Knowledge of Children’s Mathematical Development and Beliefs About Teaching Mathematics." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc407808/.

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Анотація:

Early childhood education emphasizes the need of providing high quality early childhood mathematics programs for preschool children. However, there is little research that examines the importance of preschool children’s mathematical knowledge development and teachers’ beliefs about how to teach mathematics to young children. The purposes of this study were to investigate pre-service and in-service preschool teachers’ knowledge of children’s mathematical development and their beliefs about teaching mathematics in the preschool classroom and also to determine how experience differentiates the tw

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4

Cronk, Carol Elizabeth. "Effects of mathematics professional development on growth in teacher mathematical content knowledge." CSUSB ScholarWorks, 2012. https://scholarworks.lib.csusb.edu/etd-project/139.

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The purpose of this project was to determine if there was a correlation between teachers' scores on fractions items on project assessments and the percentage of participation time in professional development activities.

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5

Hwang, Jihyun. "Bridge the gap between cognitive attributes and mathematics achievement: which cognitive attributes for mathematical modeling contribute to better learning in mathematics?" Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6145.

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Mathematical modeling is a thinking process that applies various sets of cognitive attributes – one component of intellectual resources (i.e., cognitive resources). Students are able to develop cognitive attributes when they engage in mathematical modeling activities. Furthermore, using many of the cognitive attributes developed during the mathematical modeling process, students solve mathematics problems, for example, in assessments. Examining students’ mastery of these cognitive attributes, we can investigate relationships between students’ cognitive development through mathematical modeling

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6

Scoggins, C. "Professional development in elementary school mathematics." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/817.

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This study was an investigation of mathematics instruction and professional development at a rural elementary school. The Department of Education in a southern U.S. state implemented a new curriculum in 2007 that required major changes in mathematics instruction. The problems were that teachers engaged in different levels of training and many students experienced a decline in mathematics scores on the Criterion-Referenced Competency Test (CRCT). The historical learning theories of Piaget and Vygotsky framed the study. The guiding questions focused on how to improve mathematics instruction thro

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7

Hart, Hilary. "Mathematics Vocabulary and English Learners: A Study of Students' Mathematical Thinking." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2573.

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This study examined the mathematical thinking of English learners as they were taught mathematics vocabulary through research-based methods. Four English learners served as focus students. After administering a pre-performance assessment, I taught a 10-lesson unit on fractions. I taught mathematics vocabulary through the use of a mathematics word wall, think-pair-shares, graphic organizers, journal entries, and picture dictionaries. The four focus students were audio recorded to capture their spoken discourse. Student work was collected to capture written discourse. Over the course of the unit

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8

Knapp, Andrea K. Barrett Jeffrey Edward. "Prompting mathematics teacher development through dynamic discourse." Normal, Ill. : Illinois State University, 2007. http://proquest.umi.com/pqdweb?index=0&did=1417799381&SrchMode=1&sid=8&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1207665349&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2007.<br>Title from title page screen, viewed on April 8, 2008. Dissertation Committee: Jeffrey Barrett (chair), Nerida Ellerton, Sharon Soucy McCrone, Cynthia Moore, Michael Plantholt, Agida Manizade. Includes bibliographical references (leaves 200-215) and abstract. Also available in print.

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Mina, Fayez M. "Models of Mathematics Curriculum Development in Egypt." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80674.

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The need for developing mathematics curricula was clarified. Models of mathematics curriculum development in Egypt were identified as: \"Temporary Committees\" (TC), center of developing curriculum and educational materials (CDCEM), \"National conferences\" (NC) and \"Educational standards\" (ES). The advantages and disadvantages of each one of these models were evaluated. Then a new model was suggested covering the whole advantages of these models and avoiding their disadvantages.

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10

Eryilmaz, Aysegul. "Development In Secondary Pre-service Mathematics Teachers." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/2/12606075/index.pdf.

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The purpose of this study was to determine the fourteen pre-service mathematics teachers&rsquo<br>beliefs about mathematics and teaching and learning of mathematics, and their expectations and acquisitions of the Five Year Integrated Program in the Department of Secondary Science and Mathematics Education at Gazi University, Turkey, and the development in their beliefs during the last three semesters of the program. The data were collected through four longitudinal interviews from each participant. Data collection process began at the beginning of the spring semester of the 2002&ndash<br>2003

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Книги з теми "Development mathematics"

1

Foresman, Pearson/Scott. Professional development series mathematics. Pearson Scott Foresman, 2004.

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2

Bell, Eric Temple. The development of mathematics. 2nd ed. Dover, 1992.

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3

Bell, Eric Temple. The development of mathematics. Dover Publications, 1992.

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4

Pier, Jean-Paul, ed. Development of Mathematics, 1950–2000. Birkhäuser Basel, 2000. http://dx.doi.org/10.1007/978-3-0348-8968-1.

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5

Pier, Jean-Paul, ed. Development of Mathematics 1900–1950. Birkhäuser Basel, 1994. http://dx.doi.org/10.1007/978-3-0348-9114-1.

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6

Kaur, Berinderjeet, Oh Nam Kwon, and Yew Hoong Leong, eds. Professional Development of Mathematics Teachers. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-2598-3.

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7

Brown, Julia. The mathematics teachers' development series. Framework, 1992.

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8

Hahn, Jan Cladouhos. Toolkit for mathematics curriculum development. Office of Public Instruction, 1993.

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9

Lin, Chongde. Intellectual Development and Mathematics Learning. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-8757-1.

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10

1933-, Pier Jean-Paul, ed. Development of mathematics 1900-1950. Birkhäuser, 1994.

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Частини книг з теми "Development mathematics"

1

Johnston, G. A. "Mathematics." In The Development of Berkeley's Philosophy. Routledge, 2023. http://dx.doi.org/10.4324/9781315826981-5.

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2

Gravemeijer, Koeno, and Anita Rampal. "Mathematics Curriculum Development." In The Proceedings of the 12th International Congress on Mathematical Education. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-12688-3_57.

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3

Wang, Tian, Yanyan Tian, Jiaxin Yang, and Jian Liu. "Opportunities to Learn Mathematical Modelling in NCM Primary Textbook: A Case Study of NCM Textbook for Grade 6." In Recent Advances in Mathematics Textbook Research and Development. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-8426-4_4.

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AbstractMathematical modelling has become an important part of mathematics curriculum standards in many countries and needs to be focused and developed in textbooks. In order to obtain specific details about mathematical modelling in the mathematics textbooks and compare mathematical modelling across Oriental and Western mathematics textbooks, this study provides a unified analytical framework to present mathematical modelling within textbooks. Meanwhile, this paper examined two volumes of New Century Mathematics textbooks based on this new framework and connected the results with prior resear

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4

Russell, Bertrand. "Logical Technique in Mathematics." In My Philosophical Development. Routledge, 2022. http://dx.doi.org/10.4324/9781003308942-6.

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Radmehr, Farzad. "Problem-Posing: An Inclusive Activity for Improving Teaching and Learning of Mathematics at the University Level." In Recent Advances in Mathematics Textbook Research and Development. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-8426-4_22.

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AbstractProblem posing (PP) could be defined in mathematics as “the process by which, on the basis of mathematical experience, students construct personal interpretations of concrete situations and formulate them as meaningful mathematical problems” (Stoyanova and Ellerton in Proceedings of the 19th annual conference of the Technology in Mathematics Education, 1996, p. 1). The PP activities have been used in research and practice at school mathematics and teacher education programs in the past few decades. However, less attention has been paid to this type of activity at the university level t

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6

Roesken, Bettina. "Mathematics Teacher Professional Development." In Hidden Dimensions in the Professional Development of Mathematics Teachers. SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-433-1_1.

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Roesken, Bettina. "Mathematics Teacher Professional Development." In Hidden Dimensions in the Professional Development of Mathematics Teachers. SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-433-1_2.

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Roesken, Bettina. "Mathematics Teacher Professional Development." In Hidden Dimensions in the Professional Development of Mathematics Teachers. SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-433-1_3.

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Zehetmeier, Stefan, Despina Potari, and Miguel Ribeiro. "Mathematics Teaching and Mathematics Teacher Professional Development." In Professional Development and Knowledge of Mathematics Teachers. Routledge, 2020. http://dx.doi.org/10.4324/9781003008460-1.

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Huang, Yan, and Aihui Peng. "A Comparative Analysis of the Integration of Mathematics and Art in Chinese and Singaporean Secondary School Mathenatics Textbooks." In Recent Advances in Mathematics Textbook Research and Development. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-8426-4_33.

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AbstractThis comparative study aims to understand the integrative phenomenon between mathematics and art in Chinese and Singaporean secondary school mathematics textbooks. The art-mathematics relationship in the textbooks was analyzed from six dimensions: (1) art to provide context; (2) art in calculation and measurement; (3) art to master concepts; (4) art to use technological resources; (5) mathematical analysis of art; and (6) creating art with mathematics. It was found that the degree of integration of art and mathematics in the textbooks was not high, which mainly focused on mastering con

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Тези доповідей конференцій з теми "Development mathematics"

1

Smith, Johann. "MATHEMATICS ANXIETY AND MATHEMATICS RESILIENCE IN HIGH-RISK HIGHER EDUCATION STUDENTS." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.0917.

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McGlone, Chadd, Michael Greenlee, and Steve Leinwand. "NAVIGATING AI IN THE MATHEMATICS CLASSROOM." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.0716.

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Bullerwell, Lance, Patrick Shriwise, Paul Romano, Ron Rahaman, and Jason Hou. "Development of an OpenFOAM interface for ENRICO." In Mathematics and Computation 2021. American Nuclear Society, 2021. https://doi.org/10.13182/xyz-33792.

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4

Ferme, Jasmina. "SLOVENIAN INTERACTIVE OPEN ACCESS TEXTBOOKS FOR MATHEMATICS." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.0246.

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Vidal-Ferrandiz, A., A. Carreño, D. Ginestar, and G. Verdu. "Development of a Neutron Noise Simulator for Hexagonal Geometries." In Mathematics and Computation 2021. American Nuclear Society, 2021. https://doi.org/10.13182/xyz-33654.

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Santos, Ieda Margarida, Adeeb Jarrah, Amir Ali Khan, Musaab Hasan, and Samir Shukri Mohammed. "TEACHING MATHEMATICS USING METAVERSE TECHNOLOGY: OPPORTUNITIES AND CHALLENGES." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.0775.

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Prinsloo, R., S. A. Groenewald, and D. I. Tomasevic. "Development of an Embedded Scheme for Improved Nodal Diffusion Solutions." In Mathematics and Computation 2021. American Nuclear Society, 2021. https://doi.org/10.13182/xyz-33928.

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Xu, Yuchao, Jason Hou, and Kostadin Ivanov. "A Transport Corrected SP3 Solver Development with Nodal Expansion Method." In Mathematics and Computation 2021. American Nuclear Society, 2021. https://doi.org/10.13182/xyz-33725.

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VINTERE, Anna. "MATHEMATICAL COMPETENCES AND COMPETENCE-BASED MATHEMATICS LEARNING FOR SUSTAINABLE DEVELOPMENT." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.152.

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This paper is the result of scientific analysis and assessment of scientific literature and a number of information sources taking into consideration the authors’ reflection experience and observations in connection with the mathematics role in sustainable development which may be characterized by a number of factors, including, mathematical competence compliance with competencies for sustainable development as well as coherence between mathematical competence and capacity which should have new professional. The methodology of the research is based on Danish KOM (Competencies and the Learning

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KOPEIKA, Evija. "MATHEMATICS AS POTENTIAL FOR THE PERSON'S RESILIENCE." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.140.

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Scientific literature offers extensive examples of the role of mathematics education in the development of personality and intelligence as well as its application in everyday life and professional activities. Furthermore, the attitude towards the role of mathematical knowledge in the labour market is widely discussed in the society. In order to reflect the views of respondents on the issues of mathematics education and the potential values of mathematics, the survey was carried out. The research data was analysed considering the respondents` education speciality, gender, age and mathematics le

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Звіти організацій з теми "Development mathematics"

1

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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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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Kiianovska, N. M. The development of theory and methods of using cloud-based information and communication technologies in teaching mathematics of engineering students in the United States. Видавничий центр ДВНЗ «Криворізький національний університет», 2014. http://dx.doi.org/10.31812/0564/1094.

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The purpose of the study is the analysis of the development of the theory and methods of ICT usage while teaching higher mathematics engineering students in the United States. It was determined following tasks: to analyze the problem source, to identify the state of its elaboration, to identify key trends in the development of theory and methods of ICT usage while teaching higher mathematics engineering students in the United States, the object of study – the use of ICT in teaching engineering students, the research methods are: analysis of scientific, educational, technical, historical source

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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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Hyman, J., W. Beyer, J. Louck, and N. Metropolis. Development of the applied mathematics originating from the group theory of physical and mathematical problems. Office of Scientific and Technical Information (OSTI), 1996. http://dx.doi.org/10.2172/257450.

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MONAKO, T. P. PROFESSIONALLY-ORIENTED TRAINING OF MANAGERS BY METHODS OF MATHEMATICS. Science and Innovation Center Publishing House, 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-40-44.

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The article is devoted to topical issues related to the development of a methodology for teaching mathematics, aimed at enhancing the educational and cognitive activity of students. The purpose of the article is the development of didactic conditions for the activation of students’ cognitive activity. The author is based on modern research on the problem of activating the cognitive activity of students. The leading approach is the process approach to learning, ensuring that students understand the mathematical content. The main result is the identification and substantiation of the conditions

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Bryson, Kathleen H. Homeland Security Science, Technology, Engineering, Mathematics Career Development Program Report. Office of Scientific and Technical Information (OSTI), 2009. http://dx.doi.org/10.2172/992018.

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Schoen, Robert, Xiaotong Yang, and Gizem Solmaz. Psychometric Report for the 2019 Knowledge for Teaching Early Elementary Mathematics (K-TEEM) Test. Florida State University Libraries, 2021. http://dx.doi.org/10.33009/lsi.1620243057.

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The 2019 Knowledge for Teaching Early Elementary Mathematics (2019 K-TEEM) test measures teachers’ mathematical knowledge for teaching early elementary mathematics. This report presents information about a large-scale field test of the 2019 K-TEEM test with 649 practicing educators. The report contains information about the development process used for the test; a description of the sample; descriptions of the procedures used for data entry, scoring of responses, and analysis of data; recommended scoring procedures; and findings regarding the distribution of test scores, standard error of meas

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Näslund-Hadley, Emma. IDB Briefly Noted: No. 9 : June, 2011: Less Talk, More Play: Bolstering Math Learning in Argentina. Inter-American Development Bank, 2011. http://dx.doi.org/10.18235/0008215.

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Argentina and the Inter-American Development Bank (IDB) joined forces to test a new math education model called Mathematics for All (MAT). After just one academic year, learning increased in schools using the model, with particularly dramatic improvements among underperforming students. This brief describes how MAT improved learning by focusing on the development of mathematical thinking rather than on the memorization of formulas.

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Shyshkina, Mariya P. The use of the cloud services to support the math teachers training. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3897.

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The development of the information society and technological progress are significantly influenced by the learning tools. Therefore, to the variety of tools that could be used to support the study of any discipline new ones emerging lately are continuously being added. Along with the great deal of systems of computer mathematics (SCM), web-oriented versions of SCM mathematical applications and other math learning tools the cloud-based versions of mathematical software such as MapleNet, MATLAB web-server, WebMathematica and others are now being used. These tools accomplishment becomes the essen

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