Academic literature on the topic 'Descrete Mathematics'
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Journal articles on the topic "Descrete Mathematics"
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Parvatov, N. G. "COMPLETENESS PROBLEMS FOR DESCRETE FUNCTIONS." Prikladnaya diskretnaya matematika, no. 4 (June 1, 2009): 56–78. http://dx.doi.org/10.17223/20710410/4/5.
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Jamiah, Yulis. "DISPOSISI MATEMATIS DAN PEMBELAJARAN MATEMATIKA HUMANIS BAGI MAHASISWA PENDIDIKAN MATEMATIKA." Jurnal Pendidikan Matematika dan IPA 9, no. 2 (July 20, 2018): 12. http://dx.doi.org/10.26418/jpmipa.v9i2.26768.
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ABSTRAKThis research purposed to obtain the overview of mathematical disposition of student mathematics education, especially the students who took number theory subject. In obtaining these overview will be applied by humanis mathematics learning model. The specific purpose of this research are: 1) describe mathematics disposition of the students; 2) describe the process of application model to increase mathematic dispositions of the student; 3) describe the effectiveness of application model. The purposes are achieved through several stages, including: 1) analyze the theoretical; 2) explore the characteristics of a mathematical disposition; (3) identify and analyze problems; (4) reviewing the learning model; (5) applying model to increase mathematic dispositions that based on observation; 6) gives a questionnaire about mathematical disposition; and 7) analyzing the data. The method used in this research is descriptive method. Based on the purpose that disclosed, the results of research: 1) mathematical disposition of the students after the application model, shows 74% very positive attitude; 24% positive attitude; and 2% doubtful attitude; 2) the process of application model that facilitates appearance of a mathematical disposition of the students based on ability cognitive domain, affective domain, and domain skills, showing the criteria very well and good; and 3) the application of humanis mathematics learning model effective to increase mathematics disposition of the students in Number theory subject. Keywords: Humanis Mathematics Learning Model, Mathematical Dispositions
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Barichello, Leonardo, and Rita Santos Guimarães. "Com Quantos Adjetivos se Descreve uma Atividade Matemática?" Jornal Internacional de Estudos em Educação Matemática 10, no. 3 (February 6, 2018): 186. http://dx.doi.org/10.17921/2176-5634.2017v10n3p186-197.
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Tomando como ponto de partida o fato de que atividades matemáticas são descritas em livros didáticos, documentos oficiais e artigos acadêmicos por uma gama variada de adjetivos e que não há consenso acerca do significado destes, este artigo tem o objetivo de analisar como professores de matemática descrevem atividades para a sala de aula. Trata-se da replicação de uma pesquisa conduzida com professores de matemática britânicos. Nossos dados foram coletados via questionário eletrônico, no qual professores avaliaram o quão bem 88 adjetivos e expressões descreviam uma atividade matemática escolhida por eles. Esses dados foram analisados por meio de uma análise fatorial exploratória que identificou sete fatores independentes subjacentes aos dados. São eles: Efetividade, Rotina, Exigência, Abstração, Contextualização, Inovação e Interação. Além de uma discussão sobre cada um dos fatores, também são discutidas as semelhanças e diferenças em relação aos resultados obtidos na pesquisa britânica. Espera-se que este resultado ajude a informar o diálogo entre as várias partes envolvidas no ensino de matemática. Além disso, também se discute a relação identificada entre a expressão “resolução de problemas” e o fator Contextualização. Contrariando o que é sugerido em documentos oficiais, nossa análise indica que os professores de matemática no Brasil associam “resolução de problemas” com questões relacionadas a contextos reais e aplicados em detrimento de contextos matemáticos abstratos. Independentemente do motivo por trás dessa associação, este resultado aponta para a necessidade de melhora da comunicação entre políticas públicas e professores de matemática.Palavras-chave: Atividades Matemáticas. Adjetivos. Análise Fatorial. Resolução de Problemas. Contextualização.AbstractConsidering that mathematical tasks are described in textbooks, official documents and academic articles using a huge variety of adjectives and that there is no consensus around their meanings, this paper analyses how mathematics teachers describe such tasks. In order to do so, we replicated a study conducted with British mathematics teachers. The data was collected through online questionnaires in which teachers graded in a Likert scale how well 88 adjectives and expressions were fit as a description of a mathematical task chosen by them. The data were analysed using exploratory factor analysis and we identified seven independent factors, namely: Efetividade, Rotina, Exigência, Abstração, Contextualização, Inovação and Interação. Besides a discussion of each factor, we also discuss the similarities and differences between ours and the British results. It is expected that this result can inform the dialogue in the field of mathematics teaching and learning. Furthermore, we discuss in this paper a relationship between the expression problem-solving and the factor Contextualization. Differently to what is suggested in official documents, our analysis indicate that Brazilian mathematics teachers are associating problem solving with contextualized, applied, real life questions to a larger extent than with abstract, mathematical contexts. Aside the reasons behind this association, this result points to the need of improving the communication between policy makers and mathematics teachers.Keywords: Mathematical Tasks. Adjectives. Factor Analysis. Problem-Solving. Context-Based.
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Anindyarini, Rosyita, and Supahar Supahar. "Portrait of Mathematical Anxiety in Early Youth Ages." International Journal of Trends in Mathematics Education Research 2, no. 3 (June 30, 2019): 128. http://dx.doi.org/10.33122/ijtmer.v2i3.77.
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Mathematical anxiety is considered as one of the psychological obstacles that shall be considered by every mathematics teacher. Symptoms that felt by students are in various forms. This can also influence the student’s interests and learning outcomes of mathematics. But in fact, teachers are giveless attention to this problem so students tend to learn with less supported conditions and situations. This study aims to describe the level of mathematical anxiety and the forms of symptoms of mathematical anxiety that occur in early adolescents, and their influence on learning interest by gender consideration. The quantitative approach with the survey design of 404 students in junior high schools spread across Central Java and Yogyakarta Special Province was used in this study. Anxiety test instruments were used to collect premier data and interviews were used as supporting data. The results of the study showed that the mathematics anxiety level of the teenage as follows: Forget about mathematic lesson, more frekwntly breathing, having a thinking disorder such as difficulty concentrating and more afraid toface math test than other subjects The findings also show that gender influences mathematical anxiety, but mathematics anxiety does not significantly affect in learning interest.
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Weintraub, E. Roy, and Philip Mirowski. "The Pure and the Applied: Bourbakism Comes to Mathematical Economics." Science in Context 7, no. 2 (1994): 245–72. http://dx.doi.org/10.1017/s026988970000168x.
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The ArgumentIn the minds of many, the Bourbakist trend in mathematics was characterized by pursuit of rigor to the detriment of concern for applications or didactic concessions to the nonmathematician, which would seem to render the concept of a Bourbakist incursion into a field of applied mathematices an oxymoron. We argue that such a conjuncture did in fact happen in postwar mathematical economics, and describe the career of Gérard Debreu to illustrate how it happened. Using the work of Leo Corry on the fate of the Bourbakist program in mathematics, we demonstrate that many of the same problems of the search for a formal structure with which to ground mathematical practice also happened in the case of Debreu. We view this case study as an alternative exemplar to conventional discussions concerning the “unreasonable effectiveness” of mathematics in science.
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Hitalessy, Merlin, Wilmintjie Mataheru, and Carolina Selfisina Ayal. "REPRESENTASI MATEMATIS SISWA DALAM PEMECAHAN MASALAH PERBANDINGAN TRIGONOMETRI PADA SEGITIGA SIKU-SIKU DITINJAU DARI KECERDASAN LOGIS MATEMATIS, LINGUISTIK DAN VISUAL SPASIAL." Jurnal Magister Pendidikan Matematika (JUMADIKA) 2, no. 1 (July 14, 2020): 1–15. http://dx.doi.org/10.30598/jumadikavol2iss1year2020page1-15.
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One of the skills needed in learning mathematics is the ability to solve mathematical problems. In solving problems in mathematics learning, mathematical representation is needed by students in the problem solving process. Students tend to use mathematical representations, but sometimes they don't understand what they are doing. In general, mathematical representations also play an important role in improving mathematical competence. Beside the ability of representation, students also have intelligence, including mathematical logical intelligence, linguistics and visual spatial. This research is descriptive with qualitative approach that aimed to describe the complete mathematical representation of vocational high school students in solving a quadratic equation in terms. The research phase begins with the selection of research subjects were determined by gender and math skills test results were similar. Having chosen the subject and the continuation of the problem solving quadratic equations and interviews. The validity of the data using a triangulation of time that is giving the task of solving a quadratic equation are equal at different times. The results of this study as the mathematic description shows that vocational high school students in solving quadratic equations problem according to Polya step problem solving
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Sholeha, Viona Aida, Risnawati Risnawati, and Habibullah Habibullah. "An Analysis of Student Difficulties in Mathematics Learning in terms of Student Mathematical Connection Ability on Pythagoras Theorem." Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram 9, no. 1 (April 14, 2021): 12. http://dx.doi.org/10.33394/j-ps.v9i1.3510.
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This research aimed to describe student difficulties in mathematics learning in terms of student mathematical connection ability on Pythagoras theorem. This research was a qualitative descriptive research with case study design. The research subjects were 18 the IX grade students, then reduced to 5 students and purposive sampling technique was used in this research. Triangulation data such as mathematical connection ability and difficulties of mathematic learning tests and interview were used for collecting the data. The data were analyzed by Miles and Hubermen techniques including three stages: reduction, presentation, and conclusion/verification. The findings of this research showed that, each respondent has different difficulties at each mathematical connection ability level; (1) The subject (very high) mathematical connection ability level did not have problem with all indicators of difficulties in mathematics learning; (2) The subject (high) mathematical connection ability level had associations or visual-motor combination; (3) The subject (medium) mathematical connection ability level had associations or visual-motor combination and difficulties in recognizing and using symbols; (4) The subject (low) mathematical connection ability level had little spatial disruption, association or visual-motor combination, and little difficulties in recognizing and using symbols; (5) The subject (very low) mathematical connection ability level had spatial disruption, association or visual-motor combination, and difficulties in recognizing and using symbols
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Norvaiša, Rimas. "The aims of teaching mathematics: mathematical literacy vs mathematical reasoning." Lietuvos matematikos rinkinys 61 (March 15, 2021): 8–14. http://dx.doi.org/10.15388/lmr.2020.22472.
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We discuss different alternatives of the content of school mathematics. According to the prevalent public opinion in Lithuania school mathematics can be oriented either to the academic mathematics or to the applications of mathematics. In reality the second alternative means lowering of the level of teaching in the hope that school mathematics will be accessible to all students. While the content oriented to the academic school mathematics is accessible only to gifted students. In this article we describe a middle alternative content which we call school mathematics based on mathematical reasoning. We argue that such school mathematics serves all students and makes acquaintance with mathematical reasoning and with applications of mathematics to the real world. Reasoning makes mathematics reasonable for all.
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Aisyah, Nyimas, Adelia Afissa, Scristia Scristia, and Jeri Araiku. "STUDENTS’ MATHEMATICS EDUCATIONAL VALUES IN PROBLEM-SOLVING AT SENIOR HIGH SCHOOL." AKSIOMA: Jurnal Program Studi Pendidikan Matematika 10, no. 4 (December 31, 2021): 2093. http://dx.doi.org/10.24127/ajpm.v10i4.3877.
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AbstrakDalam matematika, kemampuan memahami, menalar, dan menghubungkan matematika termasuk dalam nilai pendidikan matematika. Fakta menunjukkan bahwa nilai-nilai pendidikan matematika belum sepenuhnya terintegrasi dalam pembelajaran matematika, sehingga mempengaruhi kualitas proses pembelajaran. Penelitian ini bertujuan untuk mendekripsikan nilai-nilai pendidikan matematika siswa SMA pada pembelajaran berbasis sekolah. Jenis penelitian ini adalah deskriptif kualitatif. Subjek pada penelitian ini adalah siswa kelas X di SMA Negeri 1 Indralaya yang berjumlah 6 orang siswa. Pengumpulan data dilakukan melalui observasi, tes, dan wawancara untuk mengetahui aktivitas siswa saat menyelesaikan permasalahan matematika dan untuk mengkonfirmasi solusi siswa terhadap masalah tersebut. Berdasarkan analisis data dapat disimpulkan bahwa pemahaman relasional dan pengetahuan teoritis merupakan indikator yang terjadi pada semua subjek, sedangkan indikator penalaran kurang dominan. Untuk penelitian lebih lanjut, disarankan untuk menemukan korelasi antara semua nilai pendidikan matematika.Kata kunci: nilai-nilai pendidikan matematika; pemecahan masalah AbstractIn mathematics, the ability to understand, reason, and connect mathematics is included in the value of mathematics education. The fact shows that the values of mathematics education have not been fully integrated in mathematics learning, as a result, it affects the quality of the learning process. This study aimed to describe senior high school students’ mathematical educational values on problem-solving tasks. It was a qualitative-descriptive study. The subjects were six students of Grade X of SMAN 1 Indralaya. The data were collected through observation, test and interview to perceive the students’ activity while working on the mathematical problem, to determine the mathematic educational values, and to confirm the students’ solutions toward the problem. The results of the study showed that the relational understanding and theoretical knowledge were the indicators that occurred in all subjects, whereas the reasoning indicator was less dominant. For further research, it is suggested to discover the correlation among all mathematical educational values.Keywords: mathematics educational values; problem solving
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Misu, La, I. Ketut Budayasa, Agung Lukito, and Rosdiana Rosdiana. "Comparison of Metacognition Awareness of Mathematics and Mathematics Education Students Based on the Ability of Mathematics." International Journal of Trends in Mathematics Education Research 2, no. 3 (June 30, 2019): 124. http://dx.doi.org/10.33122/ijtmer.v2i3.118.
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Awareness of metacognition is one of mental process that occurs when a person knows what he thinks, including the knowledge and awareness to do something or realize the reason that. The purpose of this study is (1) to describe how the metacognition awareness of mathematics student and mathematics education student based on mathematical ability, and (2) to know the difference metacognitive awareness between of mathematics students with math education students based on mathematical ability. This research subject are the Department of Mathematics and Mathematics Education students of Halu Oleo University Kendari, Indonesia. This research is ex post facto by the data analysis using descriptive and inferential approach. Descriptive approach used to describe the level of metacognitive awareness of mathematics students and mathematics education students based on his mathematical abilities, whereas inferential approach used to see the difference in metacognition awareness of mathematics students and mathematics education students based math skills. The results of this study are: (1) the level of students metacognition awareness of Mathematics Department, generally located on level strategic use and level reflective use, while the level of students metacognition awareness of Education Mathematics Department, generally located on level aware use; (2) there is a significant difference between the awareness metacognition of math students with mathematics education student based on his mathematical abilities, and awareness metacognition of math student better than mathematics education students.
Dissertations / Theses on the topic "Descrete Mathematics"
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Sapp, M. Catherine. "A mathematical model to describe aortic dissections." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0019/MQ28655.pdf.
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Böhm, Ulrike, Gesche Pospiech, Hermann Körndle, and Susanne Narciss. "Physicists use mathematics to describe physical principles an mathematicians use physical phenomena to illustrate mathematical formula - Do they really mean the same?" Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82341.
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Lee, Oon Teik. "Use of the ritual metaphor to describe the practice and acquisition of mathematical knowledge." Thesis, Curtin University, 2007. http://hdl.handle.net/20.500.11937/1138.
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This study establishes a framework for the practice and the acquisition of mathematical knowledge. The natures of mathematics and rituals/ritual-like activities are examined compared and contrasted. Using a four-fold typology of core features, surface features, content features and functions of mathematics it is established that the nature of mathematics, its practice and the acquisition is typologically similar to that of rituals/ ritual-like activities. The practice of mathematics and its acquisition can hence be metaphorically compared to that of rituals/ritual-like activities and be enriched by the latter. A case study was conducted using the ritual metaphor at two levels to introduce and teach a topic within the current year eleven West Australian Geometry and Trigonometry course. In the first level, instructional materials were written using a ritual-like mentor-exemplar, exposition, replicate and extrapolate model (through the use of specially organised examples and exercises) based on the approaches of several mathematics text book authors as they attempted to introduce a topic new to the West Australian mathematics curriculum.In the second level, the classroom instruction was organised using a ritual-like pattern with direct exemplar mentoring and exposition by the teacher followed by replication and extrapolation from the students. Embedded within this ritual-like process was the personal (and communal) engagement with each student vis-a-vis the establishment of the relationships between the referent concepts, procedures and skills. This resulted in the emergence of solution behaviours appropriate to specific tasks imitating and extrapolating the mentored solution behaviours of the teacher. In determining the extent to which the instruction, mentoring and acquisition was successful, each student's solution 'behaviour was compared "topographically" with the expected solution behaviour for the task at various critical points to determine the degree of congruence. Marks were allocated for congruence (or removed for incongruence), hence a percentage of congruence was established. The ritual-like model for the teaching and acquisition of mathematical knowledge required agreement with all stake-holders as to the purpose of the activity, expert knowledge on the part of the teacher, and within a classroom context requires students to possess similar levels of prerequisite mathematical knowledge.This agreement and the presence of an expert practitioner, provides the affirmation and security that is inherent in the practice of rituals. The study concluded that there is evidence to suggest that some aspects of mathematical ability are wired into the cognitive structures of human beings providing support to the hypothesis that some aspects of mathematics are discovered rather than created. The physical origin of mathematical abilities and activities was one of the factors used in this study to establish an isomorphism between the nature and practice of mathematics with that of rituals. This isomorphism provides the teaching and learning of mathematics with a more robust framework that is more attuned to the social nature of human beings. The ritual metaphor for the teaching and learning of mathematics can then be used as a framework to determine the relative adequacies of mathematics curricula, mathematics textbooks and teaching approaches.
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Lee, Oon Teik. "Use of ritual metaphor to describe the practice and acquisition of mathematical knowledge /." Curtin University of Technology, Science and Mathematics Education Centre, 2007. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=17254.
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This study establishes a framework for the practice and the acquisition of mathematical knowledge. The natures of mathematics and rituals/ritual-like activities are examined compared and contrasted. Using a four-fold typology of core features, surface features, content features and functions of mathematics it is established that the nature of mathematics, its practice and the acquisition is typologically similar to that of rituals/ ritual-like activities. The practice of mathematics and its acquisition can hence be metaphorically compared to that of rituals/ritual-like activities and be enriched by the latter. A case study was conducted using the ritual metaphor at two levels to introduce and teach a topic within the current year eleven West Australian Geometry and Trigonometry course. In the first level, instructional materials were written using a ritual-like mentor-exemplar, exposition, replicate and extrapolate model (through the use of specially organised examples and exercises) based on the approaches of several mathematics text book authors as they attempted to introduce a topic new to the West Australian mathematics curriculum.In the second level, the classroom instruction was organised using a ritual-like pattern with direct exemplar mentoring and exposition by the teacher followed by replication and extrapolation from the students. Embedded within this ritual-like process was the personal (and communal) engagement with each student vis-a-vis the establishment of the relationships between the referent concepts, procedures and skills. This resulted in the emergence of solution behaviours appropriate to specific tasks imitating and extrapolating the mentored solution behaviours of the teacher. In determining the extent to which the instruction, mentoring and acquisition was successful, each student's solution 'behaviour was compared "topographically" with the expected solution behaviour for the task at various critical points to determine the degree of congruence. Marks were allocated for congruence (or removed for incongruence), hence a percentage of congruence was established. The ritual-like model for the teaching and acquisition of mathematical knowledge required agreement with all stake-holders as to the purpose of the activity, expert knowledge on the part of the teacher, and within a classroom context requires students to possess similar levels of prerequisite mathematical knowledge.
This agreement and the presence of an expert practitioner, provides the affirmation and security that is inherent in the practice of rituals. The study concluded that there is evidence to suggest that some aspects of mathematical ability are wired into the cognitive structures of human beings providing support to the hypothesis that some aspects of mathematics are discovered rather than created. The physical origin of mathematical abilities and activities was one of the factors used in this study to establish an isomorphism between the nature and practice of mathematics with that of rituals. This isomorphism provides the teaching and learning of mathematics with a more robust framework that is more attuned to the social nature of human beings. The ritual metaphor for the teaching and learning of mathematics can then be used as a framework to determine the relative adequacies of mathematics curricula, mathematics textbooks and teaching approaches.
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Dennis, Kevin. "A mathematical model to describe haemophilus influenzae type B within Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1995. https://ro.ecu.edu.au/theses/1160.
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This work is primarily aimed at determining the effect that an immunisation policy Is likely to have on the incidence of Haemophllus influenzae Type B (HIB) and systematic HIB in Western Australia. There was a significant effort made to collect data pertinent to the estimation of parameter values but since HIB has only been a notifiable disease since 1992, there was a distinct lack of relevant data available. Private communication with individual’s such as Dr Jeffrey Hanna and Dr Beryl Wild resulted in practical information being obtained that was used to estimate certain parameters. The deterministic mathematical models within the thesis are extensions of existing ideas tailored to suit the needs of this thesis. Chapter one is a basic introduction to the pursuit of modelling infectious diseases with a brief description of basic epidemiology concepts. It also shows that even simple models may not deliver analytical results. Chapter two extends a model used by Angela Mclean and allows some analytical results to be obtained by first simplifying the model and then solving using standard methods to give the equilibrium distributions for the proportions of people in each state within the model
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Martínez, Saturno José Gregorio. "Some mathematical models to describe the dynamic behavior of the B-10 free-piston stirling engine." Ohio University / OhioLINK, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1178133279.
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Lee, Hyeseon Judy. "How do students perceive and describe their mathematical learning experience in a 10th grade Geometry I class?" Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/25534.
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Educational AdministrationEd.D.
Some students do not learn mathematics even though they have both the potential and ability to learn math. This problem typically diminishes opportunities for students who are already marginalized by society. Educators, educational administrators, education policy makers, and the education community have been aware of the significant disparities in mathematics and science achievement between Asian/Pacific Islanders and Caucasians and underrepresented minority groups. If we are to understand students and to alter their motivational patterns and attitudes, continued research in the area of student motivation and attitude is essential. This case study provides a detailed examination of a 10th grade geometry class located in an urban magnet public high school with 95% minority students. The primary purpose was to learn how students perceive and describe their mathematical learning experiences. The secondary purpose was to determine the factors that influenced on students' motivation, attitudes, or perceptions of their mathematical learning experiences. Students described not only their perceptions and attitudes in light of their actual degree of success, but also the impact of their mathematics teacher's pedagogy. Using qualitative methods, this study suggests the potential of some factors that mathematics educators, educational administrators, or policy makers should consider in order to explain why and how some students do not learn mathematics, even though they have the ability to learn it. The researcher analyzes data from surveys, interviews, and classroom observation. There are seven emergent themes--three themes which arose as influencing students' attitudes: (1) family background, (2) teacher's beliefs and attitudes, and (3) the concept of success as a turning point and four themes which had been anticipated as potentially explanatory, but ultimately were not: (1) student initial attitude, (2) gender, (3) ethnicity, and (4) teacher's pedagogy alone. Furthermore, the data indicate that the classic stereotypes about how gender and/or ethnicity influence the mathematics achievement gap in the U.S. may not apply in settings where all students receive appropriate support and the educational environment is conducive to learning mathematics. Moreover, the data indicate that the focus on content knowledge in determining who is a highly qualified teacher in the No Child Left Behind Act of 2001 may need to be examined further. This study will be of value to educators in the design and understanding of interventions to enhance achievement in high school mathematics.
Temple University--Theses
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Akleman, Ergun. "Pseudo-affine functions : a non-polynomial implicit function family to describe curves and sufaces." Diss., Georgia Institute of Technology, 1992. http://hdl.handle.net/1853/15409.
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Benkirane, Soufiene. "Process algebra for epidemiology : evaluating and enhancing the ability of PEPA to describe biological systems." Thesis, University of Stirling, 2011. http://hdl.handle.net/1893/3603.
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Modelling is a powerful method for understanding complex systems, which works by simplifying them to their most essential components. The choice of the components is driven by the aspects studied. The tool chosen to perform this task will determine what can be modelled, the maximum number of components which can be represented, as well as the analyses which can be performed on the system. Performance Evaluation Process Algebra (PEPA) was initially developed to tackle computer systems issues. Nevertheless, it possesses some interesting properties which could be exploited for the study of epidemiological systems. PEPA's main advantage resides in its capacity to change scale: the assumptions and parameter values describe the behaviour of a single individual, while the resulting model provides information on the population behaviour. Additionally, stochasticity and continuous time have already proven to be useful features in epidemiology. While each of these features is already available in other tools, to find all three combined in a single tool is novel, and PEPA is proposed as a useful addition to the epidemiologist's toolbox. Moreover, an algorithm has been developed which allows converting a PEPA model into a system of Ordinary Differential Equations (ODEs). This provides access to countless additional software and theoretical analysis methods which enable the epidemiologist to gain further insight into the model. Finally, most existing tools require a deep understanding of the logic they are based on and the resulting model can be difficult to read and modify. PEPA's grammar, on the other hand, is easy to understand since it is based on few, yet powerful concepts. This makes it a very accessible formalism for any epidemiologist. The objective of this thesis is to determine precisely PEPA's ability to describe epidemiological systems, as well as extend the formalism when required. This involved modelling two systems: the bubonic plague in prairie dogs, and measles in England and Wales. These models were chosen as they exhibit a good range of typical features, allowing to thoroughly test PEPA. All features required in each of these models have been analysed in detail, and a solution has been provided for representing each of these features. While some of them could be expressed in a straightforward manner, PEPA did not provide the tools to express others. In those cases, we determined methods to approach the desired behaviour, and the limitations of said methods were carefully analysed. In the case of models with a structured population, PEPA was extended to simplify their expression and facilitate the writing process of the PEPA model. The work also required the development of an algorithm to derive ODEs adapted to the type of models encountered. Finally, the PEPAdum software was developed to assist the modeller in the generation and analysis of PEPA models, by simplifying the process of writing a PEPA model with compartments, performing the average of stochastic simulations and deriving and explicitly providing the ODEs using the Stirling Amendment.
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Svensson, Frida. "Can you describe your home? : A study about students understanding about concepts within construction." Thesis, Linnéuniversitetet, Institutionen för matematikdidaktik (MD), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-36357.
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The purpose with this research paper is to examine the students’ shown knowledge in geometry, with a focus on construction and its concepts, and the educational value and teaching the students got in this area. The students’ homes are used as a starting-point. The students shall, from a self-made drawing of their home and a photograph of it, describe what their home looks like. In this paper, the mathematical concepts the students used will be analyzed and compared with the education they received. The analytical framework is based on Van Hieles levels of knowledge and Blooms Taxonomy. The study was done at a Secondary School in Kenya. Four students were selected and interviewed. The lesson observations were made with the purpose to get an understanding for how the education for these students look like and to get examples on how the teaching is conducted for these students. Finally, interviews with the teachers were carried out. The students show a good knowledge in the national exams. However, the study shows that when the students are supposed to use this particular knowledge outside of the classroom, the students experience difficulties. Mostly, the students encounter problems when they are supposed to estimate measurements. Furthermore, they lack the ability to compare scales. The research also shows that the education for these students is monotone and much time during the lessons is spend either with a teacher lecturing in front of the board or students working with examples in the textbook. According to the Variation Theory, the knowledge of the students should deepen if the objects of learning are varying. This variation is not something the students receive in the present situation.Syftet är att undersöka några gymnasieelevers visade kunskaper i geometri med fokus på konstruktion och begreppsanvändning samt den undervisning som erbjuds eleverna inom området. Elevernas hem används som utgångspunkt. Eleverna ska utifrån en teckning, som de själva ritat, och ett fotografi beskriva hemmet. De matematiska begrepp som eleverna använder analyseras. Analysverktyget bygger på van Hieles kvalitativa kunskapsnivåer och Blooms Taxonomi. Undersökningen genomfördes på en gymnasieskola i Kenya. Fyra utvalda elever intervjuades. Lektionsobservationer genomfördes i syfte att få förståelse för hur elevernas undervisningssituation ser ut och få exempel på hur undervisningen bedrivs. Slutligen intervjuades två av elevernas lärare. Eleverna har goda kunskaper på nationella prov men undersökningen visar att när dessa kunskaper skall överföras till något utanför lektionssalen stöter eleverna på problem. De har svårt att uppskatta längdenheter och svårt att jämföra skala. Det kommer också fram att deras undervisning är ganska monoton. Mycket tid läggs till att läraren undervisar eleverna framme vid tavlan eller att eleverna jobbar med uppgifter i sin övningsbok. Enligt variationsteorin, som beskrivs i arbetet, skulle elevernas kunskaper ges möjlighet att fördjupas om de geometriska objekt som skall förstås varieras. Denna variation erbjuds inte eleverna i nuläget.
Books on the topic "Descrete Mathematics"
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Nicholls, Sarah Louise. The development of simple mathematical models to describe the mechanical behaviour of a human muscle-tendon complex. Birmingham: University of Birmingham, 1994.
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Aliev, Vagif, and Dmitriy Chistov. Business planning using the Project Expert program (full course). ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1248243.
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The tutorial uses practical examples to describe the technology of developing and analyzing acceptable investment projects, as well as developing business plans for these projects using the popular Project Expert 7 program.
It is intended for students studying in the areas of "Finance and credit", "Accounting, analysis and audit", "Taxes and taxation", "Crisis management", "Mathematical methods in economics", teachers and graduate students of economic universities, heads of enterprises, organizations and firms involved in the preparation of expertise and implementation of business-plans or preparation of scientifically based recommendations on the acceptability of a ready-made investment project and business plan, including for advanced training courses in the direction of "Development and analysis of investment projects using modern information technologies".
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Dubanov, Aleksandr. Computer simulation in pursuit problems. ru: Publishing Center RIOR, 2022. http://dx.doi.org/10.29039/02102-6.
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Currently, computer simulation in virtual reality systems has a special status. In order for a computer model to meet the requirements of the tasks it models, it is necessary that the mathematical apparatus correctly describe the simulated phenomena.
In this monograph, the simulation of pursuit problems is carried out. An adaptive modeling of the behavior of both pursuers and targets is carried out. An iterative calculation of the trajectories of the participants in the pursuit problem is carried out.
The main attention is paid to the methods of pursuit and parallel rendezvous. These methods are taken as the basis of the study and are modified in the future.
The scientific novelty of the study is the iterative calculation of the trajectories of the participants in the pursuit task when moving at a constant speed, while following the predicted trajectories.
The predicted trajectories form a one-parameter network of continuous lines of the first order of smoothness. The predicted trajectories are calculated taking into account the restrictions on the curvature of the participant in the pursuit problem.
The fact of restrictions on curvature can be interpreted as restrictions on the angular frequency of rotation of the object of the pursuit problem.
Also, the novelty is the calculation of the iterative process of group pursuit of multiple targets, when targets are hit simultaneously or at specified intervals. The calculation of the parameters of the network of predicted trajectories is carried out with a curvature variation in order to achieve the desired temporal effect.
The work also simulates the adaptive behavior of the pursuer and the target. The principle of behavior can be expressed on the example of a pursuer with a simple phrase: "You go to the left - I go to the left." This happens at each iteration step in terms of choosing the direction of rotation. For the purpose, the principle of adaptive behavior is expressed by the phrase: "You go to the left - I go to the right."
The studies, algorithms and models presented in the monograph can be in demand in the design of autonomously controlled unmanned aerial vehicles with elements of artificial intelligence.
The task models in the monograph are supplemented with many animated images, where you can see the research process.
Also, the tasks have an implementation in a computer mathematics system and can be transferred to virtual reality systems if necessary.
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Shabel, Lisa. A Priority and Application: Philosophy of Mathematics in the Modern Period. Edited by Stewart Shapiro. Oxford University Press, 2009. http://dx.doi.org/10.1093/oxfordhb/9780195325928.003.0002.
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The state of modern mathematical practice called for a modern philosopher of mathematics to answer two interrelated questions. Given that mathematical ontology includes quantifiable empirical objects, how to explain the paradigmatic features of pure mathematical reasoning: universality, certainty, necessity. And, without giving up the special status of pure mathematical reasoning, how to explain the ability of pure mathematics to come into contact with and describe the empirically accessible natural world. The first question comes to a demand for apriority: a viable philosophical account of early modern mathematics must explain the apriority of mathematical reasoning. The second question comes to a demand for applicability: a viable philosophical account of early modern mathematics must explain the applicability of mathematical reasoning. This article begins by providing a brief account of a relevant aspect of early modern mathematical practice, in order to situate philosophers in their historical and mathematical context.
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Henderson, Andrea. Introduction. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198809982.003.0001.
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Victorian England witnessed a reconception of mathematics as a formal rather than a referential practice—as a means for describing relationships rather than quantities. The value of a mathematical claim lay not in its capacity to describe the world but its internal coherence. Victorian mathematics thus contributed to the development of liberal capitalism by justifying abstraction: liberals proclaimed that formal consistency was the foundation of a rational, equitable order, and marginalist economists insisted that value was not inherent but relational, and made economics a branch of mathematics. Marx, meanwhile, profited from the insights of mathematical formalism even as he resisted its mystification. In its privileging of formal relationships Victorian mathematics redefined all fields around it, even redefining Kantian formalism such that mathematics and art came to share the same virtues: they couldn’t claim to offer truths about the world itself but they insisted that they told a deeper, formal truth.
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Hot or Cold?: Describe and Compare Measurable Attributes. Rosen Publishing Group, 2013.
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Kadunz, Gert, and Adalira Saénz-Ludlow. Semiotics As a Tool for Learning Mathematics: How to Describe the Construction, Visualisation, and Communication of Mathematical Concepts. BRILL, 2016.
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Semiotics As a Tool for Learning Mathematics: How to Describe the Construction, Visualisation, and Communication of Mathematical Concepts. BRILL, 2016.
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Henderson, Andrea. Algebraic Art. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198809982.001.0001.
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Algebraic Art explores the invention of a peculiarly Victorian account of the nature and value of aesthetic form, and it traces that account to a surprising source: mathematics. The nineteenth century was a moment of extraordinary mathematical innovation, witnessing the development of non-Euclidean geometry, the revaluation of symbolic algebra, and the importation of mathematical language into philosophy. All these innovations sprang from a reconception of mathematics as a formal rather than a referential practice—as a means for describing relationships rather than quantities. For Victorian mathematicians, the value of a claim lay not in its capacity to describe the world but its internal coherence. This concern with formal structure produced a striking convergence between mathematics and aesthetics: geometers wrote fables, logicians reconceived symbolism, and physicists described reality as consisting of beautiful patterns. Artists, meanwhile, drawing upon the cultural prestige of mathematics, conceived their work as a “science” of form, whether as lines in a painting, twinned characters in a novel, or wave-like stress patterns in a poem. Avant-garde photographs and paintings, fantastical novels like Flatland and Lewis Carroll’s children’s books, and experimental poetry by Swinburne, Rossetti, and Patmore created worlds governed by a rigorous internal logic even as they were pointedly unconcerned with reference or realist protocols. Algebraic Art shows that works we tend to regard as outliers to mainstream Victorian culture were expressions of a mathematical formalism that was central to Victorian knowledge production and that continues to shape our understanding of the significance of form.
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Budd, Chris. Climate, Chaos and Covid: How Mathematical Models Describe the Universe. World Scientific Publishing Co Pte Ltd, 2022.
Find full textBook chapters on the topic "Descrete Mathematics"
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Wittmann, Erich Christian. "The Alpha and Omega of Teacher Education: Organizing Mathematical Activities." In Connecting Mathematics and Mathematics Education, 209–22. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61570-3_10.
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AbstractThe aim of this paper is to describe an introductory mathematics course for primary student teachers and to explain the philosophy behind it. The paper is structured as follows: It starts with a general plea for placing the mathematical training of any category of students into their professional context. Then the context of primary education in Germany, with its strong emphasis on the principle of learning by discovery, is sketched.
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Wittmann, Erich Christian. "Teaching Units as the Integrating Core of Mathematics Education." In Connecting Mathematics and Mathematics Education, 25–36. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61570-3_2.
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AbstractHow to integrate mathematics, psychology, pedagogy and practical teaching within the didactics of mathematics in order to get unified specific theories and conceptions of mathematics teaching? This problem—relevant for theoretical and empirical studies in mathematics education as well as for teacher training—is considered in the present paper. The author suggests an approach which is based on teaching units (Unterrichtsbeispiele). Suitable teaching units incorporate mathematical, pedagogical, psychological and practical aspects in a natural way and therefore they are a unique tool for integration. It is the aim of the present paper to describe an approach to bridging the often deplored gap between didactics of mathematics teaching on one hand and teaching practice, mathematics, psychology, and pedagogy on the other hand. In doing so I relate the various aspects of mathematics education to one another. My interest is equally directed to teacher training and to the methodology of research in mathematics education. The structure of the paper is as follows. First I would like to make reference to and characterize an earlier discussion on the status and role of mathematics education; secondly, I will talk about problems of integration which naturally arise when mathematics education is viewed as an interdisciplinary field of study. The fourth and essential section will show how to tackle these problems by means of teaching units. The present approach is based on a certain conception of mathematics teaching which is necessary for appreciating Sect. 4. This conception is therefore explained in Sect. 3.
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Conca, Carlos. "Modelling Our Sense of Smell." In SEMA SIMAI Springer Series, 39–55. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-86236-7_3.
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AbstractThe first step in our sensing of smell is the conversion of chemical odorants into electrical signals. This happens when odorants stimulate ion channels along cilia, which are long thin cylindrical structures in our olfactory system. Determining how the ion channels are distributed along the length of a cilium is beyond current experimental methods. Here we describe how this can be approached as a mathematical inverse problem. Identification of specific functions of receptor neuron arrays is a major challenge today in both Mathematics and Biosciences. In this paper, two integral equations based mathematical models are studied for the inverse problem of determining the distribution of ion channels in cilia of olfactory neurons from experimental data.
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Buchholtz, Nils, Gabriele Kaiser, and Björn Schwarz. "The Evolution of Research on Mathematics Teachers’ Competencies, Knowledge and Skills." In The Evolution of Research on Teaching Mathematics, 55–89. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31193-2_3.
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AbstractTo assess the effectiveness of teachers and teaching, it is necessary to develop an appropriate understanding of what makes a “good” teacher. According to the framework by Medley, this includes amongst others focusing on the knowledge, skills, and values that a teacher possesses. To appropriately describe these competencies, current research departs from a broad conceptualization of competence that includes dispositional aspects, such as mathematical content knowledge, pedagogical content knowledge, and general pedagogical knowledge. Furthermore, situation-specific skills that are related to school practice such as the perception of instructional quality, interpreting, and decision-making are considered. The chapter gives an overview of different conceptualizations of teachers’ professional competence used in mathematics education studies and describes the evolution of research on mathematics teachers’ competence over the last three decades. It concludes with theoretical and methodological challenges that research in this field focuses on today.
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Ellis-Monaghan, Joanna, and Nataša Jonoska. "From Molecules to Mathematics." In Natural Computing Series, 189–206. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-9891-1_11.
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AbstractTo celebrate the 40th anniversary of bottom-up DNA nanotechnology we highlight the interaction of the field with mathematics. DNA self-assembly as a method to construct nanostructures gave impetus to an emerging branch of mathematics, called here ‘DNA mathematics’. DNA mathematics models and analyzes structures obtained as bottom-up assembly, as well as the process of self-assembly. Here we survey some of the new tools from DNA mathematics that can help advance the science of DNA self-assembly. The theory needed to develop these tools is now driving the field of mathematics in new and exciting directions. We describe some of these rich questions, focusing particularly on those related to knot theory, graph theory, and algebra.
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Gal, Iddo, James Nicholson, and Jim Ridgway. "A Conceptual Framework for Civic Statistics and Its Educational Applications." In Statistics for Empowerment and Social Engagement, 37–66. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-20748-8_3.
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AbstractThis chapter presents a comprehensive conceptual framework of 11 facets and tools which together describe the knowledge, skills and dispositions that (young) adults need in order to comprehend, critically evaluate, communicate about, and engage with Civic Statistics regarding ‘burning’ societal issues, and that may enhance citizen empowerment. The framework is organized around three key dimensions involving engagement & action, knowledge, and enabling processes. It identifies knowledge-bases covering meaning for society and policy and critical evaluation and reflection; selected statistical and mathematical constructs and skills; core literacy and mathematical skills; understanding models and modelling, multivariate ideas and textual and rich visual representations; knowledge of research and data production methods and extensions related to official statistics and risk on the societal level; and it emphasises the importance of appropriate dispositions, critical stance, and habits of mind. We offer examples and curriculum tasks that illustrate each of the 11 facets and their interconnectedness. We also describe the use of a ‘radar plot’ tool to support the analysis of how balanced are prospective class activities or test items in terms of covering the 11 facets and tools. The chapter ends with a brief discussion of the implications of the conceptual model and its 11 facets for planning curricula, instruction, and assessments that can promote teaching and learning about Civic Statistics within mathematics education, statistics and data science education, and related disciplines.
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Davidson, Paul. "Is “Mathematical Science” an Oxymoron When Used to Describe Economics?" In Interpreting Keynes for the 21st Century, 190–207. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230286559_17.
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de Britto, Reginaldo Ramos. "3. Media and Racism." In Landscapes of Investigation, 39–56. Cambridge, UK: Open Book Publishers, 2022. http://dx.doi.org/10.11647/obp.0316.03.
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In this paper, I address the theme of racism in the mathematics classroom in order to investigate the invisibility of black people in printed media. To do this, I describe a pedagogical strategy called the Social Research Group (SRG), which largely originates from critical mathematics education. SRGs are research groups formed by students in basic education who develop thematic investigations. In this text, we describe how the theme of racism was problematised through one of the landscapes of investigation, built on the theme of the visibility of black characters in national magazines. This scenario, in addition to enabling reflection on an important topic for Brazilian society—racial democracy—served to promote the idea that mathematics not only colonises various social practices, but can also be an instrument that helps us to reveal social asymmetries.
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Marshman, Margaret. "Learning to Teach Mathematics: How Secondary Prospective Teachers Describe the Different Beliefs and Practices of Their Mathematics Teacher Educators." In Research in Mathematics Education, 123–44. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-62408-8_7.
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Gerster, Stephan, Michael Herty, Michael Chertkov, Marc Vuffray, and Anatoly Zlotnik. "Polynomial Chaos Approach to Describe the Propagation of Uncertainties Through Gas Networks." In Progress in Industrial Mathematics at ECMI 2018, 59–65. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-27550-1_8.
Full textConference papers on the topic "Descrete Mathematics"
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Lin, Fengcheng. "A model can describe large networks." In International Conference on Statistics, Applied Mathematics, and Computing Science (CSAMCS 2021), edited by Ke Chen, Nan Lin, Romeo Meštrović, Teresa A. Oliveira, Fengjie Cen, and Hong-Ming Yin. SPIE, 2022. http://dx.doi.org/10.1117/12.2627298.
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Fields, Paul. "A case study in collaboration preparing secondary education teachers." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08703.
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Although the mission of mathematics education departments or programs is to prepare the next generation of secondary education mathematics teachers, the question still remains, “Who should provide the training in statistics education for these future teachers?” We propose that statistics education should be provided by statisticians in collaboration with mathematics educators. We describe a model that has been designed recognizing how statistical reasoning differs from mathematical reasoning and implemented incorporating how classroom pedagogy is consequently affected.
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Hardt, Filip, and Martin Žáček. "Ontology as a tool to describe the factory." In INTERNATIONAL CONFERENCE OF NUMERICAL ANALYSIS AND APPLIED MATHEMATICS ICNAAM 2019. AIP Publishing, 2020. http://dx.doi.org/10.1063/5.0026726.
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Libusha, Azwidowi Emmanuel. "USING EVERYDAY LANGUAGE TO SUPPORT LEARNERS’ ACCESS TO MATHEMATICAL CONTENT KNOWLEDGE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end013.
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The language of mathematics can hinder the development of some learners’ conceptual understanding of mathematics. Language as a whole plays a crucial role in the teaching and learning of mathematics as it serves as the medium in which the teachers and learners think and communicate in the classroom. Ball, Thames and Phelps (2008) argue that the demands of teaching mathematics require specialized mathematical knowledge that only pertains to mathematics teaching and is not required in other mathematics professions. The role of the teacher is to use resources available to them to support learners in accessing mathematical content knowledge. Previous researchers acknowledged the difficulty learners face when trying to interpret the formal language of mathematics in order to access mathematical content knowledge. Consequently, the current study explored the various ways in which the language of learning and teaching can be utilized by teachers to mitigate language difficulties their learners may experience. The study was guided by the research question: What is the informal mathematical language that Grade 10 teachers use to inform effective instruction when teaching functions? This paper aims to describe how teachers use informal mathematical language to teach inequalities and functions. The research is qualitative and the descriptive method was employed, with the researcher serving as the main instrument. The required data was collected by observing two teachers teaching inequalities and functions. The findings indicate that the use of transliteration and demonstrations as teaching strategies reduced the challenges of using English as a medium of instruction to interpret mathematical symbolic language and that the use of everyday language makes a difference in the learning of functions and inequalities. The study informs both pre-service and in-service teacher development programmes.
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Batista, Eduardo L. O., Orlando J. Tobias, and Rui Seara. "A mathematical framework to describe interpolated adaptive volterra filters." In 2006 International Telecommunications Symposium. IEEE, 2006. http://dx.doi.org/10.1109/its.2006.4433400.
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Avotiņa, Maruta, Elīna Buliņa, Guna Brenda Pogule, and Agnese Zīlīte. "The Impact on the Mathematics Curriculum for Grades 7–9 in the Competency-Based Approach in the Learning Process in Latvia." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.50.
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From the school year 2020/2021 in Latvia has been introduced a new basic education standard as well as competency-based learning. The aim of the article is to describe the main changes in the mathematics curriculum for Grades 7–9. The method used in this article is document analysis as documentary research. We also describe pupils’ results in Latvian Regional Olympiad 2022 problems that are related to school topics. The changes in the standard make some significant changes to the mathematics subject curriculum as well as focus on different teaching methods. Compared to the previous mathematics standard, some topics have been reordered and some have been moved to the secondary school. The correct use of mathematical language and use of different problem-solving strategies play an important role in the current teaching process. Understanding a mathematical concept or quantity is primary to practising calculating the numerical value of that quantity, which is necessary but secondary. In the past, more emphasis was placed on exercises and solving tasks according to a given algorithm. As the education system in Latvia is in the process of transition, it is important to understand how the changes might affect pupils’ knowledge and skills in mathematics.
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Froelich, Amy, Wolfgang Kliemann, and Heather Thompson. "Changing the statistics curriculum for future and current high school mathematics teachers: a case study." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08702.
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Through a larger initiative involving mathematical sciences faculty from the three State of Iowa Board of Regents’ institutions, faculty members from the Departments of Statistics and Mathematics at Iowa State University have started a collaboration in the area of statistics training for future and current mathematics teachers. In this paper, we begin by discussing the recent developments in high school mathematics education at both the state and national level that served as a focus for change in the statistics education of mathematics teachers in the state. We then describe our present efforts in changing curriculum in statistical content and pedagogy in the undergraduate and graduate programs at Iowa State for future and current mathematics teachers. Finally, we offer some direction for future work in these regards.
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Barbosa, Carla, Filipa Diogo, and M. Rui Alves. "Fitting mathematical models to describe the rheological behaviour of chocolate pastes." In INTERNATIONAL CONFERENCE OF NUMERICAL ANALYSIS AND APPLIED MATHEMATICS 2015 (ICNAAM 2015). Author(s), 2016. http://dx.doi.org/10.1063/1.4952161.
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Sorokin, A. A., V. N. Dmitriev, and Youssouf Ahmat. "Mathematical model to describe the inter-structural relationship between different systems." In 2015 International Siberian Conference on Control and Communications (SIBCON). IEEE, 2015. http://dx.doi.org/10.1109/sibcon.2015.7147222.
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Kidikian, John, Chelesty Badrieh, and Marcelo Reggio. "Mathematical Model to Describe Double Circular Arc and Multiple Circular Arc Compressor Blading Profiles." In ASME Turbo Expo 2021: Turbomachinery Technical Conference and Exposition. American Society of Mechanical Engineers, 2021. http://dx.doi.org/10.1115/gt2021-59238.
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Abstract For the past seven decades, a compressor aerodynamicist has developed various methodologies to design, analyze, and simulate compressor stages. In compressor design, three major subsequent steps can be identified: the one-dimensional mean-line methodology, the two-dimensional through-flow analysis, and the three dimensional computational fluid dynamics. One of the interconnecting threads, between these various x-dimensional analysis, is the compressor blade profile shape. This shape, of known and controllable geometric parameters, is usually accompanied by, or related to, loss models and known flow physics, either defined by theory or through experimental test. In this paper, a novel mathematical approach is described to define axial compressor airfoil profile shapes. These shapes, developed in a Cartesian coordinate system, can be used to create Double Circular Arc, Multiple Circular Arc, and a hybrid combination of the two types. The proposed methodology, based on the mathematics of circles, can be easily applied using generalized software such as Python or MATLAB, or be embedded in specialized engineering design software. In doing so, researchers and engineers can create compressor airfoil shapes which are consistent and flexible with respect to geometric parameter manipulation. Full details of the formulas, with respect to the camber line definition and the calculation of the profile intrados and extrados, are presented. A URL link to an equivalent MATLAB code, and a specialized engineering software, has been provided for those researchers that wish to apply the formulations and review its use.
Reports on the topic "Descrete Mathematics"
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Vlasenko, Kateryna V., Sergei V. Volkov, Daria A. Kovalenko, Iryna V. Sitak, Olena O. Chumak, and Alexander A. Kostikov. Web-based online course training higher school mathematics teachers. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3894.
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The article looks into the problem of theoretical aspects of using Web 2.0 technology in higher education. This paper describes answers of 87 respondents who have helped to identify the most required types of educational content for the integration to pages of the online course training higher school mathematics teachers. The authors carry out a theoretical analysis of researches and resources that consider the development of theoretical aspects of using web tools in higher education. The research presents the characteristics common to online courses, principles of providing a functioning and physical placement of online systems in webspace. The paper discusses the approaches of creating and using animated content in online systems. The authors describe the methods of publishing video content in web systems, in particular, the creation and use of video lectures, animation, presentations. This paper also discusses several of the existing options of integrating presentations on web pages and methods of integrating mathematical expressions in web content. It is reasonable to make a conclusion about the expediency of promoting online courses, the purpose of which is to get mathematics teachers acquainted with the technical capabilities of creating educational content developed on Web 2.0 technology.
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Lohne, Arild, Arne Stavland, Siv Marie Åsen, Olav Aursjø, and Aksel Hiorth. Recommended polymer workflow: Interpretation and parameter identification. University of Stavanger, November 2021. http://dx.doi.org/10.31265/usps.202.
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Injecting a polymer solution into a porous medium significantly increases the modeling complexity, compared to model a polymer bulk solution. Even if the polymer solution is injected at a constant rate into the porous medium, the polymers experience different flow regimes in each pore and pore throat. The main challenge is to assign a macroscopic porous media “viscosity” to the fluid which can be used in Darcy law to get the correct relationship between the injection rate and pressure drop. One can achieve this by simply tabulating experimental results (e.g., injection rate vs pressure drop). The challenge with the tabulated approach is that it requires a huge experimental database to tabulate all kind of possible situations that might occur in a reservoir (e.g., changing temperature, salinity, flooding history, permeability, porosity, wettability etc.). The approach presented in this report is to model the mechanisms and describe them in terms of mathematical models. The mathematical model contains a limited number of parameters that needs to be determined experimentally. Once these parameters are determined, there is in principle no need to perform additional experiments.