Relevant bibliographies by topics / Analytical Mathematics

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  1. Journal articles

Academic literature on the topic 'Analytical Mathematics'

Author: Grafiati
Published: 6 September 2023
Last updated: 7 September 2023

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Journal articles on the topic "Analytical Mathematics"

1

Klepikov, P. N. "Mathematical Modeling in Problems of Homogeneous (Pseudo)Riemaimian Geometry." Izvestiya of Altai State University, no. 1(111) (March 6, 2020): 95–98. http://dx.doi.org/10.14258/izvasu(2020)1-15.

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Currently, mathematical and computer modeling, as well as systems of symbolic calculations, are actively used in many areas of mathematics. Popular computer math systems as Maple, Mathematica, MathCad, MatLab allow not only to perform calculations using symbolic expressions but also solve algebraic and differential equations (numerically and analytically) and visualize the results. Differential geometry, like other areas of modern mathematics, uses new computer technologies to solve its own problems. The applying is not limited only to numerical calculations; more and more often, computer mathematics systems are used for analytical calculations. At the moment, there are many examples that prove the effectiveness of systems of analytical calculations in the proof of theorems of differential geometry.This paper demonstrates how symbolic computation packages can be used to classify neither conformally flat nor Ricci parallel four-dimensional Lie groups with leftinvariant (pseudo)Riemannian metric of the algebraic Ricci soliton with the zero Schouten-Weyl tensor.
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2

Febrilia, Baiq Rika Ayu, and Ita Chairun Nissa. "EXPLORING STUDENT MATHEMATICAL ENGAGEMENT USING ADAPTED WATSON’ ANALYTICAL TOOL." Jurnal Cakrawala Pendidikan 38, no. 1 (2019): 188–202. http://dx.doi.org/10.21831/cp.v38i1.21478.

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This research was conducted with the aim of describing the engagement of junior high school students in the mathematics learning process measured using an adapted Watson analytical tool. This research is a qualitative study that analyzes video transcripts of a junior high school teacher in West Nusa Tenggara, East Indonesia who are carrying out mathematical teaching on probability. In this study, the teacher carried out mathematics teaching designed by researchers using the ELPSA (Experience, Language, Pictorial, Symbolic, and Application) framework. The learning process was recorded through a video and then transcribed so that it is easily analyzed. The results showed that the dimensions of student mathematical engagement that emerged during the mathematics learning process were dominated by activities comparing/classifying and justifying/reasoning. These results also have a positive impact that by using the adapted of Watson analytical tool to analyze the learning process of mathematics can help teachers to gain deeper insight into students' mathematical engagement. This technique can be used as a reference by the teacher to further analyze so that better teaching actions can be planned.
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3

Supriadi, Nanang, Rizki Wahyu Yunian Putra, and Fitriani Fitriani. "Implementation of a realistic mathematics learning approach (PMR) and analytical thinking: The impact on students' understanding of mathematical concepts in Indonesia." Al-Jabar : Jurnal Pendidikan Matematika 13, no. 2 (2022): 465–76. http://dx.doi.org/10.24042/ajpm.v13i2.16453.

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Understanding of concepts is a fundamental ability to learn mathematics in a more meaningful way. Understanding concepts is one of the goals to be achieved in learning mathematics. This study aims to determine the impact of a realistic mathematics learning approach (PMR) and analytical thinking on students' understanding of mathematical concepts. This experimental research uses a posttest-only control design. The population in this study included students XI in Kasui sub-district, Way Kanan district, Lampung, Determination of the sample using cluster random sampling technique. The research sample was 72 students (36 in the experimental class and 36 in the control class). Hypothesis testing using ancova test. Based on the research results, it can be concluded that the realistic mathematics learning approach (PMR) has an influence on students' understanding of mathematical concepts by controlling analytical thinking, analytical thinking has an influence on students' understanding of mathematical concepts, and there is a simultaneous influence between the PMR approach and analytical thinking on understanding mathematical concepts student.
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4

Pugina, L. V., and G. I. Mihalyov. "A ROUND OF APPLAUSE FOR ANALYTICAL GEOMETRY." World of Transport and Transportation 16, no. 4 (2018): 248–52. http://dx.doi.org/10.30932/1992-3252-2018-16-4-20.

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ABSTRACT The article is devoted to the well-known Russian mathematician Boleslav Mlodzeevsky (10.07.1858- 18.01.1923), who from 1896 to 1913 worked at Moscow Institute of Railway Engineers, now - RUT (MIIT), and was the first head of the Institute’s department of mathematics. Scientific works of the scientist refer to differential and algebraic geometry and its applications. They are of interest to future mathematicians today as well. He was the first to organize such a form of training as a mathematical seminar, read the first course on the theory of functions of real variable and set theory. He developed the Russian terminology of set theory. This year marks the 160th anniversary of a remarkable mathematician and a man who has left an excellent mark in history. Keywords: mathematics, history, differential and algebraic geometry, engineering education, Boleslav Mlodzeevsky, mathematical seminar, set theory, scientific societies.
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5

Huincahue, Jaime, Rita Borromeo-Ferri, Pamela Reyes-Santander, and Viviana Garrido-Véliz. "Mathematical Thinking Styles—The Advantage of Analytic Thinkers When Learning Mathematics." Education Sciences 11, no. 6 (2021): 289. http://dx.doi.org/10.3390/educsci11060289.

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School is a space where learning mathematics should be accompanied by the student’s preferences; however, its valuation in the classroom is not necessarily the same. From a quantitative approach, we ask from the mathematical thinking styles (MTS) theory about the correlations between preferences of certain MTS and mathematical performance. For this, a valid test instrument and a sample of 275 16-year-old Chilean students were used to gain insight into their preferences, beliefs and emotions when solving mathematical tasks and when learning mathematics. The results show, among other things, a clear positive correlation between mathematical performance and analytical thinking style, and also evidence the correlation between self-efficacy, analytical thinking and grades. It is concluded that students who prefer the analytical style are more advantageous in school, since the evaluation processes have a higher valuation of analytic mathematical thinking.
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6

Reba, Marzina Akter, and Rojina Akter. "Enhancing Adolescent Analytical Skills through Mathematics and Mathematics Teaching Methods at the Secondary Level." Asian Journal of Applied Science and Engineering 12, no. 1 (2023): 1–6. http://dx.doi.org/10.18034/ajase.v12i1.13.

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This article is a conceptual paper that describes different approaches for teaching mathematics to secondary school students that blend learning with the intrinsic motivation that comes from their reactive intelligence. Students ultimately study mathematics after "learning math." The level of the children's mathematical knowledge is revealed by their ability to read a text and recognize symbols, including numbers, and visuals like diagrams and graphs. Adolescents use their diverse skill sets to master mathematics in these different contexts at the secondary level. Here it is found that the students often use the knowledge from their daily lived experiences (from direct and indirect engagements) to assist them with the mathematics in the textbook and used conceptual understanding rather than formal procedures in response to the mathematics textbook. Stimulating questions, analyzing problems, successful responses, and solving techniques are significant motivating tools in mathematics, which is especially beneficial in the framework of Mathematics learning. These tools and techniques are often used at the secondary to teach mathematics.
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7

Baranyai, Tamás. "Analytical graphic statics." International Journal of Space Structures 36, no. 2 (2021): 117–26. http://dx.doi.org/10.1177/09560599211001651.

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Graphic statics is undergoing a renaissance, with computerized visual representation becoming both easier and more spectacular as time passes. While methods of the past are revived, little emphasis has been placed on studying the mathematics behind these methods. Due to the considerable advances of our mathematical understanding since the birth of graphic statics, we can learn a lot by examining these old methods from a more modern viewpoint. As such, this work shows the mathematical fabric joining different aspects of graphic statics, like dualities, reciprocal diagrams, and discontinuous stress functions. This is done by introducing a new, three dimensional force diagram (containing the old two dimensional force diagram) depicting the three dimensional equilibrium of planar force systems. A corresponding three dimensional “form diagram” (dual diagram) is introduced, in which forces are treated as linear functionals (dual vectors). It is shown that the polyhedral stress function introduced by Maxwell is in fact a linear combination of these functionals; and the projective dualities connecting these three dimensional diagrams are also explained.
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8

Noto, Muchamad Subali, Wahyu Hartono, and Dadan Sundawan. "ANALYSIS OF STUDENTS MATHEMATICAL REPRESENTATION AND CONNECTION ON ANALYTICAL GEOMETRY SUBJECT." Infinity Journal 5, no. 2 (2016): 99. http://dx.doi.org/10.22460/infinity.v5i2.216.

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The importance ability of mathematical representation and connection to owned by the student really help students in understanding the mathematical concepts in the form of pictures, symbols, and the written word. The use of mathematical representation and the correct connection by students will help students make mathematical ideas more concrete and can connect a concept to another concept, so that students can develop a view of mathematics as a whole integration. This research aims to describe and analyze the ability of representation and mathematical connection on the topics of analytical geometry. The research method was descriptive with the subject as much as 22 mathematics students. Data collected through tests and interviews. The results show that the average ability of representation is 46.00; the average mathematical connection ability is 36.77. This means both the abilities still belongs to low, particularly for the ability of mathematical connection.
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9

Noto, Muchamad Subali, Wahyu Hartono, and Dadan Sundawan. "ANALYSIS OF STUDENTS MATHEMATICAL REPRESENTATION AND CONNECTION ON ANALYTICAL GEOMETRY SUBJECT." Infinity Journal 5, no. 2 (2016): 99. http://dx.doi.org/10.22460/infinity.v5i2.p99-108.

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Abstract:
The importance ability of mathematical representation and connection to owned by the student really help students in understanding the mathematical concepts in the form of pictures, symbols, and the written word. The use of mathematical representation and the correct connection by students will help students make mathematical ideas more concrete and can connect a concept to another concept, so that students can develop a view of mathematics as a whole integration. This research aims to describe and analyze the ability of representation and mathematical connection on the topics of analytical geometry. The research method was descriptive with the subject as much as 22 mathematics students. Data collected through tests and interviews. The results show that the average ability of representation is 46.00; the average mathematical connection ability is 36.77. This means both the abilities still belongs to low, particularly for the ability of mathematical connection.
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10

Rahman, Muhammad Syarifuddin, Dwi Juniati, and Manuharawati Manuharawati. "High school students' mathematical proficiency based on mathematics anxiety and cognitive independence." Cypriot Journal of Educational Sciences 17, no. 11 (2022): 3985–99. http://dx.doi.org/10.18844/cjes.v17i11.7759.

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Mathematical proficiency is the ability to use conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive disposition in problem-solving. This study aims to determine the effect of mathematics anxiety level and cognitive independence level on mathematical proficiency. This research combined quantitative and qualitative methods to determine the effect of mathematics anxiety and cognitive independence on mathematical proficiency. It used the multiple linear regression test for the quantitative approach. Moreover, the qualitative approach was used to see the effect of anxiety level and cognitive independence on mathematical proficiency. One hundred fifty-five high school students participated in this study, and it was found that mathematics anxiety affects mathematical proficiency negatively while cognitive independence affects mathematical proficiency positively. Students who have high mathematics anxiety use trial and error strategies, while their counterparts, having low mathematics anxiety, use analytical strategies. Students with high cognitive independence can process the information and tend to be independent, while those with low cognitive independence do so illogically and tend to need help from others. The results of this study are hoped to be beneficial for teachers in choosing learning methods. Keywords: analytical strategy; cognitive independence; mathematical proficiency; mathematics anxiety; trial-error strategy;
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