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Статті в журналах з теми "Development mathematics"

Автор: Grafiati

Опубліковано: 28 травня 2022

Оновлено: 31 липня 2025

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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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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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8

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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11

Megawanti, Priarti, Yetti Supriyati, and Awaluddin Tjalla. "Development of mathematical mindset scale for mathematics education students." International Journal of Evaluation and Research in Education (IJERE) 13, no. 4 (2024): 2139. http://dx.doi.org/10.11591/ijere.v13i4.27845.

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<span lang="EN-US">Mathematical mindset is a vital element of one’s ability to understand mathematics. Teachers’ mindsets affect the way they deliver mathematics to their students, which in turn, will affect students’ mathematical mindsets. This paper discusses and proposes a mathematical mindset scale (MMS) for mathematics education students as prospective teachers. The instrument was developed to examine respondents’ mindset towards mathematics. There are three-stage processes to finalize the items in the instrument. The first stage is theory collection and preparation of instrument it

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12

Megawanti, Priarti, Yetti Supriyati, and Awaluddin Tjalla. "Development of mathematical mindset scale for mathematics education students." International Journal of Evaluation and Research in Education (IJERE) 13, no. 4 (2024): 2140–48. https://doi.org/10.11591/ijere.v13i4.27845.

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Mathematical mindset is a vital element of one’s ability to understandmathematics. Teachers’ mindsets affect the way they deliver mathematics totheir students, which in turn, will affect students’ mathematical mindsets.This paper discusses and proposes a mathematical mindset scale (MMS) formathematics education students as prospective teachers. The instrument wasdeveloped to examine respondents’ mindset towards mathematics. There arethree-stage processes to finalize the items in the instrument. The first stage istheory collection and preparation of instrument items base

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13

Mindarti, Lilik, and Sunismi Sunismi. "PENGEMBANGAN MODEL PEMBELAJARAN MATEMATIKA KNISLEY BERBASIS BRAINSTORMING MATERI STATISTIKA." JPM : Jurnal Pendidikan Matematika 1, no. 2 (2015): 147. http://dx.doi.org/10.33474/jpm.v1i2.722.

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The aim of this development is to produce mathemathics Kinsley learning model of Brainstroming-based Statistics of the Tenth grade Senior High School. This study employed research and development design in which the researcher developed a mathematics Kinsley learning model of brainstorming-based statistics for the tenth grade senior high school students. This study operated the model development of Plomp with 4 developmental steps as follows 1) Preliminary Insvestigation, 2) Design, 3) Realisation, 4) Test, evaluation, and Revision. The instruments used were validation sheet, responses questio

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14

Anisa, Putri Mutiara, Saenih Saenih, Anisa Oktaviani, Surya Amami Pramuditya, and Mohammad Dadan Sundawan. "Developing mathematics virtual reality based on understanding mathematical concepts." Jurnal Elemen 10, no. 2 (2024): 378–94. http://dx.doi.org/10.29408/jel.v10i2.25487.

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This research was motivated by students' difficulties understanding the basic concepts of abstract flat-side spatial shapes. So, learning media is needed to help students understand the material that is made interesting by utilising technology in the form of virtual reality. The research aims to determine the development of virtual reality media towards students' conceptual understanding, which has been tested validly and practically, so that it can be used as an active and exciting learning media. The method used in this research is a qualitative approach using the Research and Development me

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15

Burk, Jill, and Pam Littleton. "Professional Development: Reflective Journals: Enhancing Mathematics Staff Development." Mathematics Teaching in the Middle School 1, no. 7 (1995): 576–83. http://dx.doi.org/10.5951/mtms.1.7.0576.

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In 1993 tarleton state university sponsored the Pre-Algebra Experience, which was developed to improve mathematics instruction in the middle grades with funding from the Eisenhower Mathematics and Science Program. The major goal of this project was to stress to middle school mathematics teachers the content necessary for students to succeed in high school algebra.

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16

McGuire, Linda. "Finding Your Mathematical Roots: Inclusion and Identity Development in Mathematics." Journal of Humanistic Mathematics 14, no. 1 (2024): 4–39. http://dx.doi.org/10.5642/jhummath.xhjk2145.

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17

M.A, Gofurova, and Yunusova Z. "DEVELOPMENT OF BASIC COMPETENCIES IN STUDENTS THROUGH MATHEMATICS." American Journal Of Social Sciences And Humanity Research 4, no. 3 (2024): 21–27. http://dx.doi.org/10.37547/ajsshr/volume04issue03-04.

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In this article, the types of basic competences related to science and the ways of their formation in elementary mathematics lessons are explained, through which types of problems competences are developed.

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18

Kyle, Joe, and William Cox. "Professional Development in Mathematics." MSOR Connections 3, no. 3 (2003): 4–5. http://dx.doi.org/10.11120/msor.2003.03030004.

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19

Carney, Michele B., Jonathan L. Brendefur, Keith Thiede, Gwyneth Hughes, and John Sutton. "Statewide Mathematics Professional Development." Educational Policy 30, no. 4 (2014): 539–72. http://dx.doi.org/10.1177/0895904814550075.

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20

Akbar, Nanang Malik, Gusni Satriawati, and Khairunnisa Khairunnisa. "Pengembangan Media Pembelajaran Berbasis Aplikasi Wolfram Mathematica Pada Materi Fungsi dan Permodelannya." FIBONACCI: Jurnal Pendidikan Matematika dan Matematika 10, no. 1 (2024): 89–104. https://doi.org/10.24853/fbc.10.1.89-104.

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This study aims to explain the process of the development of an instructional media based on a Wolfram Mathematica application for math functions and their graphs. Besides that, this study explains the development of an instructional media based on a Wolfram Mathematica application for math functions and their graphs with valid, practical, and effective value. The method that is used is Research and Development (RD) with ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. This study of development of an instructional media has been validated by 3 lecturers of The Departmen

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21

Sugianto, Sugianto, Yenita Roza, and Maimunah Maimunah. "Mathematics Learning Media Development Using Realistic Mathematics Education." Journal of Educational Sciences 4, no. 3 (2020): 668. http://dx.doi.org/10.31258/jes.4.3.p.668-678.

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This research aims to develop learning mathematics media using proven validity-PMR approach, practicality and effectiveness in improving HOTS of Junior High School students class VIII. This type of research was the development of ADDIE model consisting of analysis, design, development, implementation and evaluation. The tests were carried out in four phases, expert test, limited test, field test, and effectiveness test. The subjects in this study were teachers and students. The instruments used were validation sheet, student’s questionnarie, observation sheet and instrument test. The results s

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22

Holmes, Joni, and John W. Adams. "Working Memory and Children’s Mathematical Skills: Implications for mathematical development and mathematics curricula." Educational Psychology 26, no. 3 (2006): 339–66. http://dx.doi.org/10.1080/01443410500341056.

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23

Damarin, Suzanne K. "Review: The Mathematics of Popular Consumption." Journal for Research in Mathematics Education 27, no. 2 (1996): 241–43. http://dx.doi.org/10.5951/jresematheduc.27.2.0241.

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Various forms of constructivism have been widely accepted among mathematics educators as describing not only the processes by which individual students learn mathematics, but also the development of mathematic itself as a body of knowledge. Constructivism has led to a revival of research in the philosophy of mathematics as a social-cultural-historical construction (Hersh, 1994) and to paradigm shifts in mathematics education research as we seek to understand the ways mathematics is learned and taught most effectively. Constructivism notwithstanding, however, accepted ideas of what is comprised

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24

Salafudin, Salafudin, Muhamad Sugeng Sholahuddin, Heni Lilia Dewi, and Alimatus Sholikhah. "Character Education Through Realistic Mathematics Learning Based On Ethnomathematics." Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang 5, no. 2 (2021): 211. http://dx.doi.org/10.31331/medivesveteran.v5i2.1623.

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Mathematics is a discipline that can improve thinking skills. However, in reality, the mathematics thinking skills of elementary school students are still low. This is because the mathematics learning used is not optimal and still uses conventional learning. In the process of mathematics learning, there is an integration of character values with mathematics material. Character building through mathematics learning has not been done relatively. The current mathematical concept can be related to cultural activities called ethnomathematics. Through ethnomathematics, mathematics learning becomes m

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25

Demidov, S. S., V. M. Tikhomirov, and T. A. Tokareva. "The Moscow Mathematical Society in the development of mathematics in Russia." Russian Mathematical Surveys 70, no. 1 (2015): 179–95. http://dx.doi.org/10.1070/rm2015v070n01abeh004944.

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26

Kurniawati, Risky, and Raekha Azka. "Development of Mathematics E-Comic to Facilitate the Mathematical Communication Ability." Hipotenusa : Journal of Mathematical Society 4, no. 2 (2022): 165–84. http://dx.doi.org/10.18326/hipotenusa.v4i2.7501.

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Анотація:

This study aims to develop a valid mathematics e-comic learning media for class VIII students on statistical material. The design of the e-comic mathematics learning media development using the PPE stage includes planning (planning), production (production), and evaluation (evaluation). The criteria for achieving quality are carried out by testing so that they are declared valid by experts. The results showed that the e-comic learning media for class VIII students on statistics material for class VIII students on statistics material met the valid criteria. Product validity was obtained based o

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27

Setiawan, Beni, Nurapni Sopia, and Andri Andri. "Development of Web-Based Mathematics Learning to Improve the Mathematical Power." Mathematics Education Journal 6, no. 1 (2022): 45–53. http://dx.doi.org/10.22219/mej.v6i1.19699.

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This study aims to develop a mathematics learning web to improve the mathematical power of junior high school students through valid, practical, and effective development. This study uses development research methods with the ADDIE development model. The model steps are analysis, design, development, implementation, and evaluation. The research subjects were 30 Class VIII students on SMP Negeri 2 Sintang and SMP Swasta Nusantara Indah Sintang. In this study, product trials consist of expert validation, small-scale trials, and student questionnaires. The analysis technique measures student’s ma

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28

Novikasari, Ifada, and Maria Ulpah. "The Development of Islamic Context Learning Materials to Facilitate the Conceptual Understanding of Mathematics." JTAM (Jurnal Teori dan Aplikasi Matematika) 6, no. 3 (2022): 488. http://dx.doi.org/10.31764/jtam.v6i3.8364.

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This research was conducted to develop and produce Islamic context-based mathematic learning material. The presentation of Islamic context for pre-service mathematics teachers was intended to facilitate conceptual understanding. This learning material contains rank and root, ratio and scale, and material for flat shapes and spatial shapes. The material is included in the Mathematics Materials Study course for Junior Secondary Education in the Mathematics Teacher Education program. The method in this study uses design research with the type of development study with a qualitative approach. The

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29

Corwin, Rebecca B. "Implementing the Professional Standards for Teaching Mathematics: Doing Mathematics Together: Creating a Mathematical Culture." Arithmetic Teacher 40, no. 6 (1993): 338–41. http://dx.doi.org/10.5951/at.40.6.0338.

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Rebecca Corwin is professor of education at Lesley College in Cambridge. Massachusetts. where she teaches courses in mathematics education. curriculum development and computer intergration. She is also codirector of the National Science foundation-funded Talking Mathematics projett at the Technical Education Research Center (TERC) in Cambridge

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30

Onyejiekwe, Isaac Anayo, and Romy O. Okoye. "Development of Mathematics Achievement Test Using Item Response Theory." International Journal of Research Publication and Reviews 5, no. 10 (2024): 1422–32. http://dx.doi.org/10.55248/gengpi.5.1024.2839.

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31

Dildora, Eshonkulova, and Risqulov Abdulaziz. "CONTRIBUTION OF WESTERN SCIENTISTS TO THE DEVELOPMENT OF MATHEMATICS." European International Journal of Multidisciplinary Research and Management Studies 4, no. 11 (2024): 146–53. https://doi.org/10.55640/eijmrms-04-11-23.

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This paper explores the significant contributions of Western scientists to the development of mathematics from ancient Greece to the modern era. Key figures such as Euclid, Archimedes, Newton, and Gauss are examined for their groundbreaking work in geometry, calculus, and number theory. The study highlights the interdisciplinary impact of these contributions, illustrating how mathematical innovations shaped fields like physics, engineering, and computer science. Additionally, it emphasizes the cultural and historical contexts that facilitated mathematical advancements, showcasing the dynamic e

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32

Nishanov, Farkhod R., and Khikmatullayev Rahmatillo. "MODERN TRENDS IN THE DEVELOPMENT OF MATHEMATICS TEACHING METHODS." American Journal of Applied sciences 4, no. 12 (2022): 01–04. http://dx.doi.org/10.37547/tajas/volume04issue12-01.

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This article discusses modern trends in the development of mathematics teaching methods. The activation of educational and research activities of schoolchildren is impossible without the formation of a positive attitude towards this type of activity. Project work can be a collective work on the implementation of the solution of any issue. The advantage of this technique is the development of communication skills, increasing independence. While working on the project, students themselves solve the problem and draw up a plan for solving it, and in the course of implementing this plan, everyone g

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33

Berdiyorovna, Botirova Muxayyo. "DEVELOPMENT OF THE METHODOLOGICAL COMPLEX." American Journal of Social Science and Education Innovations 6, no. 3 (2024): 126–29. http://dx.doi.org/10.37547/tajssei/volume06issue03-22.

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The research design for this study employs a mixed-methods approach, combining both quantitative and qualitative techniques to investigate the effectiveness of the methodological complex in enhancing students' interest in mathematics through the use of gaming technologies. This approach allows for a comprehensive examination of the complex interactions between teaching methodologies, gaming technologies, and students' interest in mathematics.

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34

Madinno, Carmelo W. "Factors Influencing Mathematics Teaching as a Career Choice (FIMT-Choice): An Instrument Development and Validation." Mountain Journal of Science and Interdisciplinary Research (formerly Benguet State University Research Journal) 79, no. 3 (2019): 101–16. https://doi.org/10.70884/mjsir.v79i3.240.

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Анотація:

The study developed and validated an instrument that assess the motivations of secondary mathematics pre-service teachers (SMPTs) in choosing mathematics teaching as their career, hereto referred as Factors Influencing Mathematics Teaching as a Career Choice (FIMT-Choice). The study adopted items from Factors Influencing Teaching as a Career Choice (FIT-Choice) instrument by Watt and Richardson and calibrated or added items suited to the local area. The notion that content mathematics could be among the motivations of secondary pre-service teachers in choosing math-teaching career was also con

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35

Osipov, V. F. "Mathematics and philosophy (on the dialectical development of mathematics)." Vestnik St. Petersburg University: Mathematics 43, no. 3 (2010): 169–74. http://dx.doi.org/10.3103/s1063454110030076.

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36

Gunawan, Gunawan, Ratna Fitrianingsih, Lukmanul Akhsani, Eka Setyaningsih, and Jaka Wijaya Kusuma. "DEVELOPMENT MODULE BASED ON REALISTIC MATHEMATICS EDUCATION ON STUDENT'S MATHEMATIC CONNECTION SKILLS." International Journal of Economy, Education and Entrepreneurship (IJE3) 2, no. 2 (2022): 317–24. http://dx.doi.org/10.53067/ije3.v2i2.79.

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Анотація:

This study aims to produce a mathematics learning module based on Realistic Mathematical Education (RME) that meets the aspects of validity and practicality and effectively improves students' mathematical connection skills. This study uses a 4D development model that has been modified into three stages; define, design, and develop. The trial was conducted at SMP Negeri 1 Cilongok with 11 students in class VIII E. The results showed that the developed mathematics learning module was valid by obtaining an average score of 4.3. The teacher's response showed an average score of 4.2 and 3,9 which m

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37

Mekhriddinovna, Rakhimova Nargiza. "FEATURES OF DEVELOPMENT OF LOGICAL THINKING IN ELEMENTARY MATHEMATICS CLASSES." European International Journal of Pedagogics 4, no. 11 (2024): 40–44. http://dx.doi.org/10.55640/eijp-04-11-10.

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Анотація:

The elementary school mathematics course is an organic part of the school mathematics course. The most basic and age-appropriate elementary concepts of mathematics taught in grades V-XI are given. In higher grades, these concepts are taught in an expanded, deepened and enriched manner. Therefore, the content of primary grade mathematics determines the content of higher-grade mathematics.

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38

Udjaja, Yogi, Vincent Sadino Guizot, and Natalia Chandra. "Gamification for Elementary Mathematics Learning in Indonesia." International Journal of Electrical and Computer Engineering (IJECE) 8, no. 5 (2018): 3859. http://dx.doi.org/10.11591/ijece.v8i5.pp3859-3865.

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Анотація:

The purpose of this research is to combine multimedia elements and mathematics learning material to a mathematic learning interactive application. Research and design methodology that used is Game Development Life Cycle (GDLC) which consist of initiation, pre-production, production, testing and release. Content inside the game is made using gamification and expert system concept. The result of this research is an interactive learning game to support student to understand mathematic materials. The purpose of this application is to help student to learn mathematic in an interactive and interesti

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Udjaja, Yogi, Vincent Sadino Guizot, and Natalia Chandra. "Gamification for Elementary Mathematics Learning in Indonesia." International Journal of Electrical and Computer Engineering (IJECE) 8, no. 5 (2018): 3860. http://dx.doi.org/10.11591/ijece.v8i5.pp3860-3865.

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The purpose of this research is to combine multimedia elements and mathematics learning material to a mathematic learning interactive application. Research and design methodology that used is Game Development Life Cycle (GDLC) which consist of initiation, pre-production, production, testing and release. Content inside the game is made using gamification and expert system concept. The result of this research is an interactive learning game to support student to understand mathematic materials. The purpose of this application is to help student to learn mathematic in an interactive and interesti

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Yogi, Udjaja, Sadino Guizot Vincent, and Chandra Natalia. "Gamification for Elementary Mathematics Learning in Indonesia." International Journal of Electrical and Computer Engineering (IJECE) 8, no. 5 (2018): 3860–65. https://doi.org/10.11591/ijece.v8i5.pp3860-3865.

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Анотація:

The purpose of this research is to combine multimedia elements and mathematics learning material to a mathematic learning interactive application. Research and design methodology that used is Game Development Life Cycle (GDLC) which consist of initiation, pre-production, production, testing and release. Content inside the game is made using gamification and expert system concept. The result of this research is an interactive learning game to support student to understand mathematic materials. The purpose of this application is to help student to learn mathematic in an interactive and interesti

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Mandak, Alija, and Zlatka Pavlicic. "Historical development of teaching mathematics." Zbornik radova Uciteljskog fakulteta Prizren-Leposavic, no. 8 (2014): 167–76. http://dx.doi.org/10.5937/zrufpl1408167m.

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42

Abbott, Steve, and Jean-Paul. "Development of Mathematics 1950-2000." Mathematical Gazette 85, no. 503 (2001): 356. http://dx.doi.org/10.2307/3622059.

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Sadieva, Manarkan, and Salidin Калдыбаев. "THINKING DEVELOPMENT IN MATHEMATICS TEACHING." Alatoo Academic Studies 20, no. 1 (2020): 111–19. http://dx.doi.org/10.17015/aas.2020.201.14.

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The article considers the need for the development of thinking in the process of teaching mathematics at school. The documents adopted on improving education in the republic, as well as the republican test, emphasize the importance of students mastering mathematical knowledge. As stated in the article, favorable conditions for the development of thinking are created in teaching mathematics. Mathematics itself is a subject that studies the numerical and spatial relationships of reality. The student’s thinking is closely connected with the process of assimilation of educational material. The art

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Rolland, Al, and Nancy Schuster. "Wisconsin's Mathematics Talent Development Project." Gifted Child Today Magazine 11, no. 4 (1988): 8–9. http://dx.doi.org/10.1177/107621758801100403.

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Malinvaud, Ernest. "Mathematics and development of economics." Rendiconti del Seminario Matematico e Fisico di Milano 67, no. 1 (1997): 211–24. http://dx.doi.org/10.1007/bf02930501.

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Chen, Chin Chun. "Construct Concept Structure for Fundamental Mathematics." Applied Mechanics and Materials 145 (December 2011): 436–40. http://dx.doi.org/10.4028/www.scientific.net/amm.145.436.

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Currently, cognitive psychologists and mathematics educators are looking again at conceptual and procedural knowledge in mathematics learning. Building relationship between conceptual knowledge and the procedures of mathematics contributes to long-term memory of procedures and to their effective use. So we know that symbols could enhance concept and procedures apply concepts to solve problem efficiently. Sketch the graph of exponential function and logarithmic function. Find the inverse exponential function, logarithmic function and so on. The lack of other concrete example in general exponent

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Uwerhiavwe, Abel Aghogho. "Learners’ Mathematical Social Identities and Mathematics Learning." Creative Education 13, no. 11 (2022): 3504–32. http://dx.doi.org/10.4236/ce.2022.1311225.

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Wijaya, Riky Prasetia, Mega Teguh Budiarto, and Pradnyo Wijayanti. "Development of Realistic Mathematics Learning Tools to Improve Students' Mathematical Literacy Ability." Mathematics Education Journal 5, no. 2 (2021): 124–31. http://dx.doi.org/10.22219/mej.v5i2.16571.

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The purpose of this research to: (1) describe the development process and produce realistic mathematics learning tools that are good for improving students 'mathematical literacy, (2) describe the effectiveness of realistic mathematics learning to improve students' mathematical literacy. The research population was class X students of seniour high school 3 Surabaya in the 2020/2021 academic year and teachers who teach mathematics in that class. The following conclusions were obtained: (1) The process of developing realistic mathematics learning tools using the PLOMP development model (2010) an

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Aguiar, Daniel Kreuger de, Peter B. Tymms, Mariane Campelo Koslinski, Claudio Gil Soares de Araújo, and Tiago Lisboa Bartholo. "Cognitive Development and Non-Aerobic Physical Fitness in Preschoolers: a Longitudinal Study." Lecturas: Educación Física y Deportes 26, no. 281 (2021): 21–42. http://dx.doi.org/10.46642/efd.v26i281.2860.

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Introduction: Early childhood is the most critical period of healthy motor and cognitive development in human life and increased physical activity may provide health benefits across childhood and adolescence. Objective: The aim of this study was to quantify the relationship between non-aerobic physical fitness and cognitive development in preschool children. Methods: Participants included children from a longitudinal study in the city of Rio de Janeiro, Brazil (N=1380, first year; N=1320, second year). Non-aerobic physical fitness was assessed with the Sitting-Rising Test (SRT) and cognitive d

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Hidayatulloh, Faisol, M. Farid Nasrulloh, and Fitri Habibah. "Development of Realistic Mathematics Learning Materials in Terms of Mathematical Literacy Skills." APPLICATION: Applied science in Learning Research 2, no. 1 (2022): 9–13. http://dx.doi.org/10.32764/application.v2i1.1870.

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Mathematical literacy is very important. This is because mathematical literacy emphasizes the ability of students to analyze, argue about ideas effectively in solving mathematical problems they encounter (OECD, 2009, p.19). Judging from various things, the ministry of education and culture has actually anticipated it by making several curriculum changes. However, in the period 2000 until now there have been three types of curriculum that have been implemented, namely the 2004 curriculum, 2006 curriculum and 2013 curriculum. And by mastering students' mathematical literacy, individuals will be

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