Thematische Bibliographien / Mathematical word problem

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Auswahl der wissenschaftlichen Literatur zum Thema „Mathematical word problem“

Autor: Grafiati

Veröffentlicht am 28. Juni 2021

Zuletzt aktualisiert am 16. Februar 2022

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Zeitschriftenartikel zum Thema "Mathematical word problem"

Jitendra, Asha K., Shawna Petersen-Brown, Amy E. Lein, Anne F. Zaslofsky, Amy K. Kunkel, Pyung-Gang Jung und Andrea M. Egan. „Teaching Mathematical Word Problem Solving“. Journal of Learning Disabilities 48, Nr. 1 (16.05.2013): 51–72. http://dx.doi.org/10.1177/0022219413487408.

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Azlan, Noor Akmar, und Mohd Faizal Nizam Lee Abdullah. „Komunikasi matematik : Penyelesaian masalah dalam pengajaran dan pembelajaran matematik“. Jurnal Pendidikan Sains Dan Matematik Malaysia 7, Nr. 1 (27.04.2017): 16–31. http://dx.doi.org/10.37134/jsspj.vol7.no1.2.2017.

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Based on the study of mathematic problems created by Clements in 1970 and 1983 in Penang, it was found that students in Malaysia do not have a problem of serious thought. However, the real problem is related to read, understand and make the right transformation when solving mathematical problems, especially those involving mathematical word problem solving. Communication is one of the important elements in the process of solving problems that occur in the teaching and learning of mathematics. Students have the opportunities to engage in mathematic communication such as reading, writing and listening and at least have two advantages of two different aspects of communication which are to study mathematics and learn to communicate mathematically. Most researchers in the field of mathematics education agreed, mathematics should at least be studied through the mail conversation. The main objective of this study is the is to examine whether differences level of questions based on Bloom’s Taxonomy affect the level of communication activity between students and teachers in the classroom. In this study, researchers wanted to see the level of questions which occur with active communication and if not occur what is the proper strategy should taken by teachers to promote the effective communication, engaging study a group of level 4 with learning disabilities at a secondary school in Seremban that perform mathematical tasks that are available. The study using a qualitative approach, in particular sign an observation using video as the primary method. Field notes will also be recorded and the results of student work will be taken into account to complete the data recorded video. Video data are primary data for this study. Analysis model by Powell et al., (2013) will was used to analyze recorded video. Milestones and critical during this study will be fully taken into account.

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Supap, Wanintorn, Kanlaya Naruedomkul* und Nick Cercone. „Automatic Learning Guide for Mathematical Word Problem“. International Journal of Learning: Annual Review 17, Nr. 11 (2011): 509–24. http://dx.doi.org/10.18848/1447-9494/cgp/v17i11/47369.

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Sanwidi, Ardhi. „STUDENTS' REPRESENTATION IN SOLVING WORD PROBLEM“. Infinity Journal 7, Nr. 2 (30.09.2018): 147. http://dx.doi.org/10.22460/infinity.v7i2.p147-154.

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The purpose of this research is to describe the representation of sixth grade students in solving mathematics word problems. The focus of the representation of this research is an external representation which is viewed from students with high mathematical abilities. The method used in this research is task-based interview, by giving a problem test of word problems. Students who have a high level of abilities, he makes pictures of all problems and successfully solve the problems. Students whose level of abilities is lacking, he only makes incomplete symbol / verbal representations, he has wrong when solving the problems. Various kinds of representations and increasing abilities in many problems such as multiplying exercises and solve the word pronlem. Applying various representations to students are very important to be improved by students in order to succeed in solving various mathematical word problems.

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Mananggel, Marlin Blandy. „DIAGNOSING STUDENTS’ DIFFICULTIES IN SOLVING MATHEMATICAL WORD PROBLEM“. JUPITEK: Jurnal Pendidikan Matematika 2, Nr. 2 (24.02.2020): 61–68. http://dx.doi.org/10.30598/jupitekvol2iss2pp61-68.

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The factors causing students' learning difficulties are very diverse, namely cognitive, non-cognitive factors, physical, mental, health, learning environment, teacher's personality, social-culture, economic background of students and schools as educational institutions. Therefore, teachers need to diagnose students' learning difficulties in order to overcome these difficulties. The purpose of this research is to 1) describe students’ difficulties in solving word problem related to the quadratic inequalities; 2) diagnose the cause of these student difficulties. This study is descriptive-qualitative research design. In this case, the researcher is the primary instrument. In collecting the data, the researcher used a diagnostic test sheet, interview and field notes. In this study, triangulation of data source is applied to check the validity of the data. Result of diagnostic test shows that student difficulties are: (a) not identify the problem, (b) not written the information into mathematical model, (c) did not know/forgot the concept of word problem that is GLBB and total revenue, (d) have not been able to make quadratic inequalities, and e) have not been able to determine its solution set. Diagnosis in this research using mapping mathematics, that is a diagram that arrange based on student difficulties. Its research shows that the causes are reading related error, linguistic error, error in understanding inequalities concepts, and error in arithmetic process. The source of causes are students’ cognitive and non-cognitive factors and also pedagogical factors

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Kajamies, Anu, Marja Vauras und Riitta Kinnunen. „Instructing Low‐Achievers in Mathematical Word Problem Solving“. Scandinavian Journal of Educational Research 54, Nr. 4 (19.07.2010): 335–55. http://dx.doi.org/10.1080/00313831.2010.493341.

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Jitendra, Asha K., Cynthia C. Griffin, Andria Deatline-Buchman und Edward Sczesniak. „Mathematical Word Problem Solving in Third-Grade Classrooms“. Journal of Educational Research 100, Nr. 5 (Januar 2007): 283–302. http://dx.doi.org/10.3200/joer.100.5.283-302.

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Zulyanty, Marni. „Newman Error Analysis Siswa Madrasah dalam Menyelesaikan Soal Cerita Matematika“. Jurnal Cendekia : Jurnal Pendidikan Matematika 3, Nr. 2 (18.10.2019): 379–88. http://dx.doi.org/10.31004/cendekia.v3i2.121.

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Students’ mistakes in solving the mathematical word problem is still a problem so it must be identified for each stage of solving. It is done so that the solutions offered are more effective. One way to identify the stage of solving of mathematical problem is the Newman Error Analysis stage. So the purpose of this research is to describe the ability of students of Islamic Junior High School to solve mathematical problems in the form of word problem and to describe the mistakes of high-ability Islamic High School students in mathematical word problem based on Newman Error Analysis. The approach used is qualitative descriptive. The research subject is the high-ability in Islamic Junior High School of Jambi City. Students are asked to work on solving questions in the form of word problems. Then the student interviewed about the mistakes that were made when solving the word problems given for each of the stages. The results showed 56% of high-ability students encountered an error while solving the algebra operation and 44% of high-ability students encountered an error while solving Pythagoras theorem. As for the errors that occur in high-ability students if in the analysis based on the stage of Newman Error Analysis occurs at the stage of understanding the problem (comprehension) and the problem transformation (transformation). Of course, errors in the comprehension and transformation cause errors at a later stage so that the solution or answer found is worth wrong. Keywords: Error, Newman Error Analysis, Mathematical Word Problem.

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Permata, L. D., T. A. Kusmayadi und L. Fitriana. „Mathematical problem solving skills analysis about word problems of linear program using IDEAL problem solver“. Journal of Physics: Conference Series 1108 (November 2018): 012025. http://dx.doi.org/10.1088/1742-6596/1108/1/012025.

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Sepeng, Percy. „Mathematical Reasoning and Common-sense in Word Problem-solving“. International Journal of Educational Sciences 7, Nr. 3 (November 2014): 755–63. http://dx.doi.org/10.1080/09751122.2014.11890238.

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Dissertationen zum Thema "Mathematical word problem"

Conley, Michele E. „UTILIZING TECHNOLOGY TO ENHANCE READING COMPREHENSION WITHIN MATHEMATICAL WORD PROBLEMS“. CSUSB ScholarWorks, 2014. https://scholarworks.lib.csusb.edu/etd/121.

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Many students who are proficient with basic math facts struggle for understanding when it comes to word problems. Teachers time and time again teach and re-teach problem solving strategies in hope that their students will one day acquire all the skills necessary to become proficient in this area. Unfortunately understanding problem solving skills is not the only answer to solving word problems. There has been a significant amount of evidence linking reading comprehension to mathematical reasoning. The development of a website to assist teachers and students who are having difficulties with mathematical word problems is extremely beneficial. The website is designed with links, power points, and examples that enhance reading comprehension within mathematical word problems. Through this project, it has been determined that students who are exposed to an additional mathematical program related to breaking apart word problems show evidence of a greater understanding and mastery of solving mathematical word problems.

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Kanevsky, Inna Glaz. „Role of rules in transfer of mathematical word problems“. Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2006. http://wwwlib.umi.com/cr/ucsd/fullcit?p3223010.

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Thesis (Ph. D.)--University of California, San Diego, 2006.
Title from first page of PDF file (viewed September 21, 2006). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 86-90).

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Bernadette, Elizabeth. „Third grade students' challenges and strategies to solving mathematical word problems“. To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2009. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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Marcou, Andri. „Teaching mathematical word-problem solving : can primary school students become self-regulated problem solvers?“ Thesis, London South Bank University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.478925.

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Muoneke, Ada Felicitas. „The effects of a question and action strategy on the mathematical word problem-solving skills of students with learning problems in mathematics /“. Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008402.

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Zheng, Xinhua. „Working memory components as predictors of children's mathematical word problem solving processes“. Diss., UC access only, 2009. http://proquest.umi.com/pqdweb?did=1871874331&sid=1&Fmt=7&clientId=48051&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of California, Riverside, 2009.
Includes abstract. Includes bibliographical references (leaves 83-98). Issued in print and online. Available via ProQuest Digital Dissertations.

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Brown, Leonard Dale. „The effects of alternative reading and math strategy treatments on word problem-solving“. Oxford, Ohio : Miami University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1272846865.

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BaldwinDouglas, Crystal Yvette. „Teachers' Perceptions About Instructing Underachieving K-5 Students on Mathematical Word Problem-Solving“. ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6395.

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The state of Maryland has implemented the Common Core State Standards for Mathematics (CCSSM) operations & algebraic thinking and number & operations-fractions with emphasis on students in Grades K-5 acquiring the ability to solve word problems for state and curriculum math assessments. However, since the implementation of CCSSM, 30% of elementary students in a Maryland school district have demonstrated underachievement (basic or below basic level) on problem-solving sections of the state and school standardized tests. This qualitative case study, guided by Polya's model of the four phases of mathematical problem-solving, was conducted to address this problem. The research questions addressed teachers' perceptions of how they teach underachieving students' word problem-solving skills, how prepared they feel, the challenges they experience when teaching word problem-solving skills, and the resources for instructing underachieving students on mathematical word problem-solving. Semi-structured interviews were conducted with 8 certified elementary classroom teachers. Data from the teacher interviews were analyzed using pattern coding and thematic analysis. The findings indicated that teachers are not fully prepared to teach the CCSSM, teachers need assistance in creating standards-based detailed lesson plans, and teachers need help with the development of pedagogical strategies that enhance students' math vocabulary. Findings may lead to positive social change by informing the design of professional development and increasing the number of students who achieve proficiency in mathematical word problem-solving.

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Blake, Theodell Joanna. „Fourth-Grade Teachers Use of MTSS-RTI to Teach Mathematical Word Problem-Solving“. ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6880.

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Schools in Florida used the multitiered system of support response to intervention framework to help students achieve the state and national standards but, in the national report card, 61% of the fourth-graders assessed in mathematics failed to achieve proficiency. Research indicated that the students lacked mathematical word problem-solving skills. The purpose of the qualitative study was to discover how fourth-grade special and general education teachers used the response to intervention framework evidence-based curriculum, instruction, intervention, assessment, and student data to teach math word problem-solving skills to children who have persistent and significant difficulties. Welner's zone of mediation framework and Vygotsky's sociocultural theory form the conceptual framework for the study. The teachers provided data through in-depth interviews, math intervention program, training document, teachers' guides, assessment tools, and observation. All the data was uploaded to the latest version of NVivo and analyzed based on the research questions. The study findings showed that participants used all the features of the response to intervention framework to teach math word problem-solving skills and address the needs of at-risk students. Teachers should continuously reinforce math vocabulary, terminology, and math reading comprehension skills of students. Administrators and teachers should be able to use the findings of this study to improve the use of the response to intervention features to develop the math word problem-solving skills of students and influence teachers' pedagogical practices.

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Borchert, Katja. „Disassociation between arithmetic and algebraic knowledge in mathematical modeling /“. Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/9141.

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Bücher zum Thema "Mathematical word problem"

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

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Master math: Solving word problems : analyze any word problem, translate it into mathematical terms, and get the right answer! Franklin Lakes, NJ: Career Press, 2003.

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Master math: Solving word problems : analyze any word problem, translate it into mathematical terms, and get the right answer! Boston, MA: Course Technology, 2010.

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Wingard-Nelson, Rebecca. Algebra word problems: No problem! Berkeley Heights, NJ: Enslow Publishers, 2011.

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Wingard-Nelson, Rebecca. Geometry word problems: No problem! Berkeley Heights, NJ: Enslow Publishers, 2012.

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Wingard-Nelson, Rebecca. Algebra word problems: No problem! Berkeley Heights, NJ: Enslow Publishers, 2011.

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Wingard-Nelson, Rebecca. Geometry word problems: No problem! Berkeley Heights, NJ: Enslow Publishers, 2011.

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Wingard-Nelson, Rebecca. Math measurement word problems: No problem! Berkeley Heights, NJ: Enslow Publishers, 2011.

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Math measurement word problems: No problem! Berkeley Heights, NJ: Enslow Publishers, 2011.

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illustrator, LaBaff Tom, Hrsg. Ready for word problems and problem solving. Berkeley Heights, N.J: Enslow Elementary, 2014.

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Buchteile zum Thema "Mathematical word problem"

Amado, Nélia, Susana Carreira und Sandra Nobre. „The Spreadsheet Affordances in Solving Complex Word Problems“. In Mathematical Problem Solving, 91–109. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-10472-6_5.

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Freese, Ralph, Jaroslav Jezek und J. Nation. „Whitman’s solution to the word problem“. In Mathematical Surveys and Monographs, 7–25. Providence, Rhode Island: American Mathematical Society, 1995. http://dx.doi.org/10.1090/surv/042/01.

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Ughade, Shounaak, und Satish Kumbhar. „Mathematical Word Problem Solving Using Natural Language Processing“. In Advances in Intelligent Systems and Computing, 423–33. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-0936-0_46.

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Kharlampovich, O. „The Word Problem for Solvable Groups and Lie Algebras“. In Mathematical Sciences Research Institute Publications, 61–67. New York, NY: Springer New York, 1992. http://dx.doi.org/10.1007/978-1-4613-9730-4_2.

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Hermann, Miki, und Gernot Salzer. „On the word, subsumption, and complement problem for recurrent term schematizations“. In Mathematical Foundations of Computer Science 1998, 257–66. Berlin, Heidelberg: Springer Berlin Heidelberg, 1998. http://dx.doi.org/10.1007/bfb0055775.

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Ayabe, Hiroaki, Emmanuel Manalo, Mari Fukuda und Norihiro Sadato. „What Diagrams Are Considered Useful for Solving Mathematical Word Problems in Japan?“ In Diagrammatic Representation and Inference, 79–83. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86062-2_8.

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AbstractPrevious studies have shown that diagram use is effective in mathematical word problem solving. However, they have also revealed that students manifest many problems in using diagrams for such purposes. A possible reason is an inadequacy in students’ understanding of variations in types of problems and the corresponding kinds of diagrams appropriate to use. In the present study, a preliminary investigation was undertaken of how such correspondences between problem types and kinds of diagrams are represented in textbooks. One government-approved textbook series for elementary school level in Japan was examined for the types of mathematical word problems, and the kinds of diagrams presented with those problems. The analyses revealed significant differences in association between kinds of diagrams and types of problems. More concrete diagrams were included with problems involving change, combination, variation, and visualization of quantities; while number lines were more often used with comparison and variation problems. Tables and graphs corresponded to problems requiring organization of quantities; and more concrete diagrams and graphs to problems involving quantity visualization. These findings are considered in relation to the crucial role of textbooks and other teaching materials in facilitating strategy knowledge acquisition in students.

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Degrande, Tine, Lieven Verschaffel und Wim Van Dooren. „Proportional Word Problem Solving Through a Modeling Lens: A Half-Empty or Half-Full Glass?“ In Posing and Solving Mathematical Problems, 209–29. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-28023-3_13.

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Jitendra, Asha K. „Using Schema-Based Instruction to Improve Students’ Mathematical Word Problem Solving Performance“. In International Handbook of Mathematical Learning Difficulties, 595–609. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-97148-3_35.

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Han, Cheong Tau, Parmjit Singh, Nurul Akmal Mohd Nasir, Mohd Adlan Ramly und Teoh Sian Hoon. „Error in Solving Mathematical Word Problem: A Study of Preparatory Diploma Program“. In 7th International Conference on University Learning and Teaching (InCULT 2014) Proceedings, 399–408. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-664-5_32.

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Van Dooren, Wim, Dirk De Bock, Kim Vleugels und Lieven Verschaffel. „Word Problem Classification: A Promising Modelling Task at the Elementary Level“. In International Perspectives on the Teaching and Learning of Mathematical Modelling, 47–55. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0910-2_6.

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Konferenzberichte zum Thema "Mathematical word problem"

Sa'dijah, Cholis, Nurrahmawati, Sudirman, Makbul Muksar und Lathiful Anwar. „Teachers' Representation in Solving Mathematical Word Problem“. In ICEMT 2018: 2018 2nd International Conference on Education and Multimedia Technology. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3206129.3239419.

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Ughade, Shounaak, und Satish Kumbhar. „Survey on Mathematical Word Problem Solving Using Natural Language Processing“. In 2019 1st International Conference on Innovations in Information and Communication Technology (ICIICT). IEEE, 2019. http://dx.doi.org/10.1109/iciict1.2019.8741437.

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„COMPUTER SUPPORT FOR MATHEMATICAL WORD PROBLEM SOLVING - Guided by Thai Teachers’ Views“. In 2nd International Conference on Computer Supported Education. SciTePress - Science and and Technology Publications, 2010. http://dx.doi.org/10.5220/0002782302450250.

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Sukoriyanto. „Students’ errors analysis in solving the geometry word problem based on Newman stage“. In 28TH RUSSIAN CONFERENCE ON MATHEMATICAL MODELLING IN NATURAL SCIENCES. AIP Publishing, 2020. http://dx.doi.org/10.1063/5.0000490.

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Pradini, Widi, und Wiwik Winarsih. „Analysis of junior high school students difficulty in solving linear equation in two variables word problem“. In 28TH RUSSIAN CONFERENCE ON MATHEMATICAL MODELLING IN NATURAL SCIENCES. AIP Publishing, 2020. http://dx.doi.org/10.1063/5.0000550.

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Siregar, Nani Restati, Supra Wimbarti, Sri Koesrohmaniah und Yulius Sunardi. „What Neuropsychology Says about Mathematical Word Problem Solving: Contribution of Executive Function in Educational Setting“. In Proceedings of the International Conference on Educational Psychology and Pedagogy - "Diversity in Education" (ICEPP 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200130.110.

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Neneng Tita, Rosita, Y. L. Sukestiyarno, Kartono und Mulyono. „The Analysis of Students Mathematical Reasoning in Completing the Word Problem in SMPN 7 Sumedang“. In International Conference on Science and Education and Technology (ISET 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200620.023.

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Liang, Zhenwen, und Xiangliang Zhang. „Solving Math Word Problems with Teacher Supervision“. In Thirtieth International Joint Conference on Artificial Intelligence {IJCAI-21}. California: International Joint Conferences on Artificial Intelligence Organization, 2021. http://dx.doi.org/10.24963/ijcai.2021/485.

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Math word problems (MWPs) have been recently addressed with Seq2Seq models by `translating' math problems described in natural language to a mathematical expression, following a typical encoder-decoder structure. Although effective in solving classical math problems, these models fail when a subtle variation is applied to the word expression of a math problem, and leads to a remarkably different answer. We find the failure is because MWPs with different answers but similar math formula expression are encoded closely in the latent space. We thus designed a teacher module to make the MWP encoding vector match the correct solution and disaccord from the wrong solutions, which are manipulated from the correct solution. Experimental results on two benchmark MWPs datasets verified that our proposed solution outperforms the state-of-the-art models.

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Kumar, V., A. Castellanos, J. Ortega, V. Tandon, N. Agarwal, V. Udoewa, A. Kumar und S. Prasad. „Dynamic Learning Framework: Adaptive Assessment Development for the Undergraduate Fluid Mechanics“. In ASME 2014 4th Joint US-European Fluids Engineering Division Summer Meeting collocated with the ASME 2014 12th International Conference on Nanochannels, Microchannels, and Minichannels. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/fedsm2014-21718.

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This paper presents a dynamic learning framework (DLF) for engineering courses with rich mathematical and geometrical contents. The word “dynamic” implies that there are several moving components in the course contents and assessments. Moving contents are enabled by random-number generators to select text/paragraph from a database or chose a number between two ranges within engineering bounds. Dynamic contents are usually missing in traditional form of instructions such a fixed format book-type problem or static online material. The framework leverages on the computing resources from the recent advancement in touchpad computing devices (such as IPAD and Android based tablets) and web-based technologies (such as WebGL/SVG for virtual-reality and web-based graphics and PHP based server level programming language). All assessments are developed at four increasing levels of difficulty. The levels one through three are designed to assess the lower level learning skills as discussed in the “Bloom’s taxonomy of cognitive skills” whereas level four contents are designed to test the higher level skills. The level-one assessments are designed to be easiest and include guiding materials and solved examples. To lessen the impact of disinterests caused by mathematical abstractions, the assessment and content presentations are strengthened by integrating the mathematical concepts with visual engineering materials from real-world and local important applications. All problems designed to assess the lower level skills are computerized and tested using the Computer Adaptive Testing (CAT) algorithm which enabled the instructor to focus on the higher level skills and offer the course in partially flipped classroom setting.

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Ahmad, Azlina, Halimah Badioze Zaman, Siti Salwah Salim und Roziati Zainuddin. „MINDA: A cognitive tool for solving mathematical word problems“. In 2010 International Symposium on Information Technology (ITSim 2010). IEEE, 2010. http://dx.doi.org/10.1109/itsim.2010.5561328.

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Berichte der Organisationen zum Thema "Mathematical word problem"

Perdigão, Rui A. P. Earth System Dynamic Intelligence - ESDI. Meteoceanics, April 2021. http://dx.doi.org/10.46337/esdi.210414.

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Earth System Dynamic Intelligence (ESDI) entails developing and making innovative use of emerging concepts and pathways in mathematical geophysics, Earth System Dynamics, and information technologies to sense, monitor, harness, analyze, model and fundamentally unveil dynamic understanding across the natural, social and technical geosciences, including the associated manifold multiscale multidomain processes, interactions and complexity, along with the associated predictability and uncertainty dynamics. The ESDI Flagship initiative ignites the development, discussion and cross-fertilization of novel theoretical insights, methodological developments and geophysical applications across interdisciplinary mathematical, geophysical and information technological approaches towards a cross-cutting, mathematically sound, physically consistent, socially conscious and operationally effective Earth System Dynamic Intelligence. Going beyond the well established stochastic-dynamic, information-theoretic, artificial intelligence, mechanistic and hybrid techniques, ESDI paves the way to exploratory and disruptive developments along emerging information physical intelligence pathways, and bridges fundamental and operational complex problem solving across frontier natural, social and technical geosciences. Overall, the ESDI Flagship breeds a nascent field and community where methodological ingenuity and natural process understanding come together to shed light onto fundamental theoretical aspects to build innovative methodologies, products and services to tackle real-world challenges facing our planet.

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Schoen, Robert C., Mark LaVenia, Charity Bauduin und Kristy Farina. Elementary Mathematics Student Assessment: Measuring the Performance of Grade 1 and 2 Students in Counting, Word Problems, and Computation in Fall 2013. Florida State University, Dezember 2016. http://dx.doi.org/10.17125/fsu.1508170543.

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Schoen, Robert C., Mark LaVenia, Charity Bauduin und Kristy Farina. Elementary Mathematics Student Assessment: Measuring the Performance of Grade 1 and 2 Students in Counting, Word Problems, and Computation in Fall 2014. Florida State University, Dezember 2016. http://dx.doi.org/10.17125/fsu.1508174887.

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Schoen, Robert, Daniel Anderson, Zachary Champagne und Charity Bauduin. Elementary Mathematics Student Assessment: Measuring the Performance of Grade K, 1, and 2 Students in Counting, Word Problems, and Computation in Fall 2015. Florida State University Libraries, Mai 2017. http://dx.doi.org/10.17125/fsu.1522170756.

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Keith, B., A. Apostolatos, A. Kodakkal, R. Rossi, R. Tosi, B. Wohlmuth und C. Soriano. D2.3. Adjoint-based error estimation routines. Scipedia, 2021. http://dx.doi.org/10.23967/exaqute.2021.2.022.

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This document presents a simple and ecient strategy for adaptive mesh renement (AMR) and a posteriori error estimation for the transient incompressible Navier{Stokes equations. This strategy is informed by the work of Prudhomme and Oden [22, 23] as well as modern goal-oriented methods such as [5]. The methods described in this document have been implemented in the Kratos Multiphysics software and uploaded to https://zenodo.org [27].1 This document includes: A review of the state-of-the-art in solution-oriented and goal-oriented AMR. The description of a 2D benchmark model problem of immediate relevance to the objectives of the ExaQUte project. The denition and a brief mathematical summary of the error estimator(s). The results obtained. A description of the API.

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Methodology of sports working capacity level increase in basketball players on the basis of stimulation and rehabilitation means. Viktor V. Andreev, Igor E. Konovalov, Dmitriy S. Andreev, Aleksandr I. Morozov, März 2021. http://dx.doi.org/10.14526/2070-4798-2021-16-1-5-11.

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The increased level of modern sport development increases the demands claimed on different aspects of the training process with further rehabilitation organization and realization. That is why we still have the problem of an adequate and effective integral system creation. The mentioned direction has a direct connection with the activity of scientists, coaches- practitioners and sports clubs. They have to work within one mechanism of interaction. Materials. Studying the level of working capacity influence stimulation and organism rehabilitation means on an organism of basketball players from higher educational establishments on the basis of a wildgrowing plant root “snowdon rose” (Rhodiola rosea), classical massage with special oils and contrast shower application. Research methods. The following methods were used in the experiment: scientific-methodical sources analysis concerning the level of working capacity and athletes’ functional rehabilitation increase; functional tests; the received video material with the indices analysis; mathematical statistics. The research realization was on the basis of N.F. Katanov State University, Khakassia and Khakassia Technical Institute (branch) of Siberian Federal University in Abakan. Results. During the research work we stated qualitative and quantitative indices of athletes’ coordinating endurance with the help of video together with other mentioned above rehabilitation means; the received results were handled and we revealed positive changes in the studied information values of basketball players’ motor sphere and respiratory system. Conclusion. The results analysis, received after the research, helped to come to the following conclusion: out of the presented components the biological factor in a form of a wild-growing plant root “snowdon rose” (Rhodiola rosea) has the main influence on the working capacity and functional rehabilitation of basketball players’ organisms.

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