Relevant bibliographies by topics / Mathematical

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Mathematical'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 July 2024

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Journal articles on the topic "Mathematical"

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Gokkurt, Burcin, Yasin Soylu, and Tugba Ornek. "Mathematical language skills of mathematics teachers." International Journal of Academic Research 5, no. 6 (December 10, 2013): 238–45. http://dx.doi.org/10.7813/2075-4124.2013/5-6/b.38.

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McCullough, B. D. "Mathematical Statistics With Mathematica." Journal of the American Statistical Association 97, no. 460 (December 2002): 1202–3. http://dx.doi.org/10.1198/jasa.2002.s230.

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Li, Aihua, and Mika Munakata. "Mathematical Lens: Building Mathematically." Mathematics Teacher 103, no. 1 (August 2009): 14–16. http://dx.doi.org/10.5951/mt.103.1.0014.

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In January 2008, seventeen participants in the Montclair State University (MSU) GK–12 Fellows in the Middle Program visited China for two weeks. Our group included two mathematics graduate students, four science graduate students, two middle school mathematics teachers, one middle school science teacher, one superintendent, and six MSU mathematics and science faculty members. While in China, we visited several middle and high schools Munakatain Beijing and Xi'an and saw many historical and cultural sites. On our way to the Forbidden City along the Beijing highway known as Ring 3, we passed these three buildings, located at Xihuan Plaza (photograph 1), which seemed to be challenging passersby to describe them mathematically.
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Li, Aihua, and Mika Munakata. "Mathematical Lens: Building Mathematically." Mathematics Teacher 103, no. 1 (August 2009): 14–16. http://dx.doi.org/10.5951/mt.103.1.0014.

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In January 2008, seventeen participants in the Montclair State University (MSU) GK–12 Fellows in the Middle Program visited China for two weeks. Our group included two mathematics graduate students, four science graduate students, two middle school mathematics teachers, one middle school science teacher, one superintendent, and six MSU mathematics and science faculty members. While in China, we visited several middle and high schools Munakatain Beijing and Xi'an and saw many historical and cultural sites. On our way to the Forbidden City along the Beijing highway known as Ring 3, we passed these three buildings, located at Xihuan Plaza (photograph 1), which seemed to be challenging passersby to describe them mathematically.
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Mason, John. "Asking mathematical questions mathematically." International Journal of Mathematical Education in Science and Technology 31, no. 1 (January 2000): 97–111. http://dx.doi.org/10.1080/002073900287426.

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Grigoriev-Golubev, Vladimir, Natalia Vasileva, and Margarita Volodicheva. "Using the Mathematica package in teaching mathematical disciplines." SHS Web of Conferences 141 (2022): 03001. http://dx.doi.org/10.1051/shsconf/202214103001.

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This article analyzes the capabilities of the Wolfram Mathematica computer system, examines the feasibility of using its tools in the study of mathematical disciplines. The authors propose and demonstrate by examples a methodology for building a training course based on the integration of the methods of the discipline being studied and their implementation in the Mathematica environment. The paper explores the practical significance of including the Mathematica toolkit in the training course, which makes it possible to mathematically model various processes in modern society, demonstrate the solution of mathematically complex problems using the built-in functions of the package, as well as provide visualization of analytically obtained solutions.
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Vasileva, Natalia, Vladimir Grigorev-Golubev, and Irina Evgrafova. "Mathematical programming in Mathcad and Mathematica." E3S Web of Conferences 419 (2023): 02007. http://dx.doi.org/10.1051/e3sconf/202341902007.

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An article generalizes the long-term work of authors with packages of applied mathematical programs. It discusses and demonstrates the features and methods of solution of mathematical tasks in mathematical package Mathcad and Mathematica: from the simplest ones, included in the set of typical problems of mathematical disciplines for training specialists for shipbuilding, to complex computational tasks and applied problems of professional orientation, which require the construction of a mathematical model and analysis of the results obtained. The examples show the solution of mathematical problems in symbolic form, mathematical studies in the Mathcad and Mathematica environment, and mathematical programming with these packages.
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KRASNOZHON, O. B., and V. V. MATSIUK. "КОМП’ЮТЕРНО-ОРІЄНТОВАНІ ЕЛЕМЕНТИ НАВЧАННЯ МАТЕМАТИЧНИХ ДИСЦИПЛІН МАЙБУТНІХ УЧИТЕЛІВ МАТЕМАТИКИ." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, no. 2 (October 4, 2021): 255–62. http://dx.doi.org/10.31494/2412-9208-2021-1-2-255-262.

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The article is devoted to the issues of constructing effective computer-oriented components of the methodological system of teaching the disciplines «Linear Algebra» and «Probability Theory with Elements of Mathematical Statistics» provided for in the educational and professional program «Secondary Education (Mathematics)» of the first level of higher education in the specialty 014 Secondary Education (Mathematics). The article analyzes the methodological aspects of the effective organization of computations when finding the angle between a given vector and a nonzero subspace of Euclidean space, as well as using the least squares method for processing experimental data. The theoretical and practical information known to students-mathematicians from the corresponding sections of these academic disciplines is briefly presented. Analyzed educational, methodological and scientific literature used in teaching linear algebra and probability theory with elements of mathematical statistics; the expediency of using computer-oriented elements of teaching mathematical disciplines of future mathematics teachers has been substantiated. The authors proposed the use of computer-oriented learning elements in the processing of the content of disciplines and the development of test tasks of different levels of complexity in linear algebra and probability theory with elements of mathematical statistics in order to objectively assess the level of students' knowledge and timely correct individual educational trajectories. The article provides examples of the application of computer-oriented elements of teaching linear algebra and probability theory with elements of mathematical statistics, and also analyzes the methodological features of the organization of calculations in the software mathematical environment Mathcad. The methodological and practical materials presented in the article can be useful for students to organize and activate independent scientific and pedagogical activities, teachers of secondary educational institutions, heads of optional and circle work of students, teachers of linear algebra and probability theory courses with elements of mathematical statistics of pedagogical higher educational institutions. Key words: methods of teaching mathematics, computer-oriented elements of teaching mathematics, linear algebra, probability theory, mathematical statistics, Euclidean space, non-zero subspace of Euclidean space, least squares method.
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Azlan, Noor Akmar, and Mohd Faizal Nizam Lee Abdullah. "Komunikasi matematik : Penyelesaian masalah dalam pengajaran dan pembelajaran matematik." Jurnal Pendidikan Sains Dan Matematik Malaysia 7, no. 1 (April 27, 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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Bagaria, Joan. "On Turing’s legacy in mathematical logic and the foundations of mathematics." Arbor 189, no. 764 (December 30, 2013): a079. http://dx.doi.org/10.3989/arbor.2013.764n6002.

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Dissertations / Theses on the topic "Mathematical"

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Magal, Oran. "What is mathematical about mathematics?" Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=119516.

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During a crucial period in the formation of modern-day pure mathematics, Georg Cantor wrote that "the essence of mathematics lies precisely in its freedom". Similarly, David Hilbert, in his landmark work on the axiomatization of geometry, took the view that we are free to interpret the axioms of a mathematical theory as being about whatever can be made to satisfy them, independently of pre-axiomatic ideas, seemingly intuitive truths, or typical empirical scientific applications of that theory. Cantor's and Hilbert's emphasis on the independence of pure mathematics from philosophical preconceptions, empirical applications, and so on raises the question: what is it about?In this dissertation, I argue that essential to mathematics is a certain kind of structural abstraction, which I characterise in detail; furthermore, I maintain that this abstraction has to do with combination and manipulation of symbols. At the same time, I argue that essential to mathematics is also a certain kind of conceptual reflection, and that there is a sense in which mathematics can be said to be a body of truths by virtue of the meaning of its concepts. I argue further that a certain ongoing interplay of intuitive content on the one hand and abstraction or idealization on the other hand plays a significant part in shaping pure mathematics into its modern, axiomatic form. These arguments are made in the course of analyzing and building on the work of both historical and contemporary figures.
À une période cruciale de la formation des mathématiques pures modernes, Georg Cantor déclara que « l'essence des mathématiques, c'est la liberté ». De même, David Hilbert, dont l'oeuvre sur l'axiomatisation de la géométrie fut une étape charnière de l'élaboration des mathématiques modernes, soutenait que nous sommes libres d'interpréter les axiomes d'une théorie mathématique comme se rapportant à tout objet qui leur est conforme, indépendemment des idés préconçues, de ce qui semble intuitivement vrai et des applications scientifiques habituelles de la théorie en question. L'emphase que mettent Cantor et Hilbert sur l'indépendance des mathématiques pures des conceptions philosophiques préalables et des applications empiriques suscite la question: sur quoi, au fond, portent les mathématiques?Dans cette dissertation, je soutiens qu'une certaine forme d'abstraction structurelle, que je décris en détail, est essentielle aux mathématiques; de plus, je maintiens qu'à la base de cette abstraction sont la combinaison et la manipulation de symboles. En même temps, j'estime qu'au coeur des mathématiques est aussi un certain type de réflexion conceptuelle et qu'il existe un sens dans lequel les mathématiques sont un ensemble de vérités en vertu de la signification de leurs concepts. Je conclue qu'une intéraction continue entre le contenu intuitif d'un côté et l'abstraction ou l'idéalisation de l'autre joue un rôle important dans le développement des mathématiques axiomatiques modernes. J'avance ces arguments sur la base d'une analyse de travaux tant historiques que contemporains.
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Gordon, Calvert Lynn Melanie. "Mathematical conversations within the practice of mathematics." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0027/NQ39532.pdf.

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Newing, A. "Mathematical recreations as a source of new mathematics." Thesis, University of Bristol, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.355096.

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Wilensky, Uriel Joseph. "Connected mathematics : builiding concrete relationships with mathematical knowledge." Thesis, Massachusetts Institute of Technology, 1993. http://hdl.handle.net/1721.1/29066.

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Gates, Miriam Rebecca Galpin. "Mathematics Teacher Educators’ Visions for Mathematical Inquiry in Equitable Mathematics Spaces:." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108775.

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Thesis advisor: Lillie R. Albert
In mathematics education, there is an imperative for more just and equitable experiences in mathematics spaces, as well as ongoing efforts to move classroom instruction toward mathematical inquiry. While Mathematics Teacher Educators (MTEs) are expected to support multiple initiatives in mathematics education, they are particularly responsible for the professional learning of teachers and teacher candidates. MTEs must therefore prepare and support the professional learning of teachers to achieve twin goals. This study was designed to understand how MTEs envision their roles in supporting development of teachers across MTEs’ many professional functions in their work toward the twin goals of equity and inquiry. The findings suggest that identifying the forms mathematical knowledge takes is important for mathematical inquiry and that interrogating these forms can be used to counter pervasive social myths about who can do mathematics. Further, MTEs articulated three interrelated values for application of mathematics inquiry teaching for justice and equity: creating space, supporting sense-making, and naming how power and privilege have operated and continue to operate in mathematics spaces. Finally, MTEs described how mathematics inquiry practices are a mode for understanding the world and can be used to promote equity by uncovering biases and assumptions. These findings suggest a promising avenue for leveraging mathematical inquiry to increase equitable outcomes in mathematics spaces
Thesis (PhD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Szabo, Attila. "Mathematical abilities and mathematical memory during problem solving and some aspects of mathematics education for gifted pupils." Doctoral thesis, Stockholms universitet, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-146542.

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This thesis reports on two different investigations. The first is a systematic review of pedagogical and organizational practices associated with gifted pupils’ education in mathematics, and on the empirical basis for those practices. The review shows that certain practices – for example, enrichment programs and differentiated instructions in heterogeneous classrooms or acceleration programs and ability groupings outside those classrooms – may be beneficial for the development of gifted pupils. Also, motivational characteristics of and gender differences between mathematically gifted pupils are discussed. Around 60% of analysed papers report on empirical studies, while remaining articles are based on literature reviews, theoretical discourses and the authors’ personal experiences – acceleration programs and ability groupings are supported by more empirical data than practices aimed for the heterogeneous classroom. Further, the analyses indicate that successful acceleration programs and ability groupings should fulfil some important criteria; pupils’ participation should be voluntary, the teaching should be adapted to the capacity of participants, introduced tasks should be challenging, by offering more depth and less breadth within a certain topic, and teachers engaged in these practices should be prepared for the characteristics of gifted pupils. The second investigation reports on the interaction of mathematical abilities and the role of mathematical memory in the context of non-routine problems. In this respect, six Swedish high-achieving students from upper secondary school were observed individually on two occasions approximately one year apart. For these studies, an analytical framework, based on the mathematical ability defined by Krutetskii (1976), was developed. Concerning the interaction of mathematical abilities, it was found that every problem-solving activity started with an orientation phase, which was followed by a phase of processing mathematical information and every activity ended with a checking phase, when the correctness of obtained results was controlled. Further, mathematical memory was observed in close interaction with the ability to obtain and formalize mathematical information, for relatively small amounts of the total time dedicated to problem solving. Participants selected problem-solving methods at the orientation phase and found it difficult to abandon or modify those methods. In addition, when solving problems one year apart, even when not recalling the previously solved problem, participants approached both problems with methods that were identical at the individual level. The analyses show that participants who applied algebraic methods were more successful than participants who applied particular methods. Thus, by demonstrating that the success of participants’ problem-solving activities is dependent on applied methods, it is suggested that mathematical memory, despite its relatively modest presence, has a pivotal role in participants’ problem-solving activities. Finally, it is indicated that participants who applied particular methods were not able to generalize mathematical relations and operations – a mathematical ability considered an important prerequisite for the development of mathematical memory – at appropriate levels.

At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 4: In press.

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Bergman, Ärlebäck Jonas. "Mathematical modelling in upper secondary mathematics education in Sweden." Doctoral thesis, Linköpings universitet, Tillämpad matematik, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-54318.

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The aim of this thesis is to investigate and enhance our understanding of the notions of mathematical models and modelling at the Swedish upper secondary school level. Focus is on how mathematical models and modelling are viewed by the different actors in the school system, and what characterises the collaborative process of a didactician and a group of teachers engaged in designing and developing, implementing and evaluating teaching modules (so called modelling modules) exposing students to mathematical modelling in line with the present mathematics curriculum. The thesis consists of five papers and reports, along with a summary introduction, addressing both theoretical and empirical aspects of mathematical modelling. The thesis uses both qualitative and quantitative methods and draws partly on design-based research methodology and cultural-historical activity theory (CHAT). The results of the thesis are presented using the structure of the three curriculum levels of the intended, potentially implemented, and attained curriculum respectively. The results show that since 1965 and to the present day, gradually more and more explicit emphasis has been put on mathematical models and modelling in the syllabuses at this school level. However, no explicit definitions of these notions are provided but described only implicitly, opening up for a diversity of interpretations. From the collaborative work case study it is concluded that the participating teachers could not express a clear conception of the notions mathematical models or modelling, that the designing process often was restrained by constraints originating from the local school context, and that working with modelling highlights many systemic tensions in the established school practice. In addition, meta-results in form of suggestions of how to resolve different kinds of tensions in order to improve the study design are reported. In a questionnaire study with 381 participating students it is concluded that only one out of four students stated that they had heard about or used mathematical models or modelling in their education before, and the expressed overall attitudes towards working with mathematical modelling as represented in the test items were negative. Students’ modelling proficiency was positively affected by the students’ grade, last taken mathematics course, and if they thought the problems in the tests were easy or interesting. In addition empirical findings indicate that so-called realistic Fermi problems given to students working in groups inherently evoke modelling activities.
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Holdaway, Emma Lynn. "Mathematical Identities of Students with Mathematics Learning Dis/abilities." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8536.

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The majority of research on the mathematics teaching and learning of students with mathematics learning dis/abilities is not performed in the field of mathematics education, but in the field of special education. Due to this theoretical divide, students with mathematics learning dis/abilities are far more likely to be in classes that emphasize memorization, direct instruction, and the explicit teaching of rules and procedures. Additionally, students with mathematics learning dis/abilities are often seen as "unable" to succeed in school mathematics and are characterized by their academic difficulties and deficits. The negative assumptions, beliefs, and expectations resulting from ableistic practices in the education system color the interactions educators, parents, and other students have with students with mathematics learning dis/abilities. These interactions in turn influence how students with mathematics learning dis/abilities view and position themselves as learners and doers of mathematics. My study builds on the theoretical framework of positioning theory (Harré, 2012) in order to better understand the mathematical identities of students with mathematics learning dis/abilities. The results of my study show how these students use their prepositions and enduring positions to inform the in-the-moment positions they take on in the mathematics classroom.
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Shabel, Lisa A. "Mathematics in Kant's critical philosophy : reflections on mathematical practice /." New York : Routledge, 2003. http://catalogue.bnf.fr/ark:/12148/cb38959242q.

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Piatek-Jimenez, Katrina L. "Undergraduate mathematics students' understanding of mathematical statements and proofs." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280643.

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This dissertation takes a qualitative look at the understanding of mathematical statements and proofs held by college students enrolled in a transitional course, a course designed to teach students how to write proofs in mathematics. I address the following three research questions: (1) What are students' understandings of the structure of mathematical statements? (2) What are students' understandings of the structure of mathematical proofs? (3) What concerns with the nature of proof do students express when writing proofs? Three individual interviews were held with each of the six participants of the study during the final month of the semester. The first interview was used to gain information about the students' mathematical backgrounds and their thoughts and beliefs about mathematics and proofs. The second and third interviews were task-based, in which the students were asked to write and evaluate proofs. In this dissertation, I document the students' attempts and verbal thoughts while proving mathematical statements and evaluating proofs. The results of this study show that the students often had difficulties interpreting conditional statements and quantified statements of the form, "There exists...for all..." These students also struggled with understanding the structure of proofs by contradiction and induction proofs. Symbolic logic, however, appeared to be a useful tool for interpreting statements and proof structures for those students who chose to use it. When writing proofs, the students tended to emphasize the need for symbolic manipulation. Furthermore, these students expressed concerns with what needs to be justified within a proof, what amount of justification is needed, and the role personal conviction plays within formal mathematical proof. I conclude with a discussion connecting these students' difficulties and concerns with the social nature of mathematical proof by extending the theoretical framework of the Emergent Perspective (Cobb & Yackel, 1996) to also include social norms, sociomathematical norms, and the mathematical practices of the mathematics community.
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Books on the topic "Mathematical"

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Panteleev, Andrey, Natal'ya Savost'yanova, and Natal'ya Fedorova. Mathematical analysis. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1077332.

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The manual contains a brief statement of the course of mathematical analysis. In contrast to existing academic literature textbook starts with a Chapter on "Basic mathematics" that covers arithmetic and algebra, i.e. the essential information needed when solving problems of higher mathematics. Along with theoretical material all the sections are accompanied by a number of examples, including illustrating the geometric and economic meanings of the introduced concepts, methods and algorithms for solving mathematical, engineering and economic challenges. Given tasks for independent solving with answers. Meets the requirements of Federal state educational standards of higher education of the last generation. For students of higher educational institutions studying the discipline "Mathematical analysis" and "Higher mathematics" and receive education on the directions of science, engineering and technology, Informatics and Economics (bachelor and master). Can be used by individuals engaged in self-education.
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Hassani, Sadri. Mathematical Methods Using Mathematica®. New York, NY: Springer New York, 2003. http://dx.doi.org/10.1007/b97272.

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Rose, Colin, and Murray D. Smith. Mathematical Statistics with Mathematica®. New York, NY: Springer New York, 2002. http://dx.doi.org/10.1007/978-1-4612-2072-5.

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Litvinov, G. L., and V. P. Maslov, eds. Idempotent Mathematics and Mathematical Physics. Providence, Rhode Island: American Mathematical Society, 2005. http://dx.doi.org/10.1090/conm/377.

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McDuffie, Amy Roth, ed. Mathematical Modeling and Modeling Mathematics. Reston, VA: National Council of Teachers of Mathematics, 2016.

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Clark, Colin Whitcomb. Mathematical bioeconomics: The mathematics of conservation. 3rd ed. Hoboken, N.J: Wiley, 2010.

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Peter, Milosav, and Ercegovaca Irene, eds. Mathematics and mathematical logic: New research. Hauppauge, NY: Nova Science Publishers, 2009.

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I, Koptev IU︠︡, and Fiziko-tekhnicheskiĭ institut im. A.F. Ioffe., eds. Mathematical physics, applied mathematics and informatics. Commack, New York: Nova Science Publishers, 1993.

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Massachusetts. Dept. of Education. Mathematics curriculum framework: Achieving mathematical power. Malden, Mass: Commonwealth of Massachusetts, Dept. of Education, 1997.

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Project, School Mathematics, ed. Mathematical methods: The School Mathematics Project. Cambridge: Cambridge University Press, 1998.

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Book chapters on the topic "Mathematical"

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Russell, Bertrand. "Principia Mathematica: Mathematical Aspects." In My Philosophical Development, 72–85. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003308942-8.

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Rose, Colin, and Murray D. Smith. "mathStatica: Mathematical Statistics with Mathematica." In Compstat, 437–42. Heidelberg: Physica-Verlag HD, 2002. http://dx.doi.org/10.1007/978-3-642-57489-4_66.

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Sriraman, Bharath, Narges Yaftian, and Kyeong Hwa Lee. "Mathematical Creativity and Mathematics Education." In The Elements of Creativity and Giftedness in Mathematics, 119–30. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-439-3_8.

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Voiron-Canicio, Christine. "Geography, Mathematics and Mathematical Morphology." In Lecture Notes in Computer Science, 520–30. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-38294-9_44.

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Carter, Jessica. "Experimental Mathematics in Mathematical Practice." In Handbook of the History and Philosophy of Mathematical Practice, 1–13. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-030-19071-2_121-1.

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Pollack, Henry. "Mathematical modeling and discrete mathematics." In Discrete Mathematics in the Schools, 99–104. Providence, Rhode Island: American Mathematical Society, 2000. http://dx.doi.org/10.1090/dimacs/036/11.

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Blåsjö, Viktor. "Galileo’s Mathematical Errors." In Errors, False Opinions and Defective Knowledge in Early Modern Europe, 87–103. Florence: Firenze University Press, 2023. http://dx.doi.org/10.36253/979-12-215-0266-4.07.

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Galileo’s abilities as a mathematician were far below that of many of his contemporaries. He made numerous technical mistakes — including several high-profile, mathematically erroneous applications of his own law of fall — that were swiftly spotted and corrected by the leading mathematicians of the day. Many aspects of Galileo’s work can be viewed as consequences of this limited technical proficiency in mathematics. For example, he ignores Kepler’s work and dismisses comets as a chimerical atmospheric phenomena: decisions that are difficult to justify on scientific grounds but which make sense if we grant that Galileo wanted to avoid technical mathematics at all costs. Instead he drops rocks, looks through tubes, rails against Aristotelian philosophers, and expounds at length about basic principles of scientific method: all of which can be seen as dwelling on precisely those parts of the mathematician’s worldview that do not require any actual mathematics.
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Thimbleby, Harold, and Will Thimbleby. "Mathematical Mathematical User Interfaces." In Engineering Interactive Systems, 520–36. Berlin, Heidelberg: Springer Berlin Heidelberg, 2008. http://dx.doi.org/10.1007/978-3-540-92698-6_31.

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Lobato, Fran Sérgio, and Valder Steffen. "Mathematical." In Multi-Objective Optimization Problems, 77–108. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58565-9_5.

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Wess, Raphael, Heiner Klock, Hans-Stefan Siller, and Gilbert Greefrath. "Mathematical Modelling." In International Perspectives on the Teaching and Learning of Mathematical Modelling, 3–20. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78071-5_1.

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AbstractThe integration of applications and mathematical modelling into mathematics education plays an important role in many national curricula (Kaiser, 2020; Niss et al., 2007), and thus an increasing role in teacher training.
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Conference papers on the topic "Mathematical"

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Soiffer, Neil. "Mathematical typesetting in Mathematica." In the 1995 international symposium. New York, New York, USA: ACM Press, 1995. http://dx.doi.org/10.1145/220346.220365.

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Grootenboer, Peter. "Mathematics education: Building mathematical identities." In 28TH RUSSIAN CONFERENCE ON MATHEMATICAL MODELLING IN NATURAL SCIENCES. AIP Publishing, 2020. http://dx.doi.org/10.1063/5.0000581.

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Ricks, Thomas. "Overcoming Mathematical Anthropocentrism in Mathematics Education." In AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1887764.

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Ricks, Thomas. "Overcoming Mathematical Anthropocentrism in Mathematics Education." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1887764.

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Hartono, Yusuf, Elika Kurniadi, and Weni Dwi Pratiwi. "Mathematics teachers’ perception on mathematical proof." In THE 2ND NATIONAL CONFERENCE ON MATHEMATICS EDUCATION (NACOME) 2021: Mathematical Proof as a Tool for Learning Mathematics. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0142291.

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D'Apice, C., R. Manzo, and V. Tibullo. "Enhancing Mathematical Teaching-Learning Process by Mathematica." In Proceedings of the Fifth International Mathematica Symposium. PUBLISHED BY IMPERIAL COLLEGE PRESS AND DISTRIBUTED BY WORLD SCIENTIFIC PUBLISHING CO., 2003. http://dx.doi.org/10.1142/9781848161313_0018.

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PRICOP, Victor. "Some methodical aspects to calculus of multiple integrals with mathematical packages." In Probleme ale ştiinţelor socioumanistice şi ale modernizării învăţământului. "Ion Creanga" State Pedagogical University, 2022. http://dx.doi.org/10.46728/c.v2.25-03-2022.p299-305.

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This paper talks about applications of the mathematical packages Maple and Wolfram Mathematica program on computing of multiple integrals. These packages can be used as computing and training environments. In this paper we will present some examples of calculus of multiple integrals with mathematic methods and using mathematical packages.
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Watt, Stephen M. "On the Mathematics of Mathematical Handwriting Recognition." In 12th International Symposium on Symbolic and Numeric Algorithms for Scientific Computing (SYNASC 2010). IEEE, 2010. http://dx.doi.org/10.1109/synasc.2010.93.

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Riyanto, Bambang. "Designing Mathematical Modeling Tasks for Learning Mathematics." In 2nd National Conference on Mathematics Education 2021 (NaCoME 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220403.007.

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Riyanto, Bambang. "Designing Mathematical Modeling Tasks for Learning Mathematics." In 2nd National Conference on Mathematics Education 2021 (NaCoME 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220403.007.

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Reports on the topic "Mathematical"

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Swetz, Frank J. Mathematical Treasure:Specula mathematicaof Roger Bacon. Washington, DC: The MAA Mathematical Sciences Digital Library, February 2013. http://dx.doi.org/10.4169/loci003957.

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Bailey, David H., Jonathan M. Borwein, David Broadhurst, and Wadim Zudilin. Experimental Mathematics and Mathematical Physics. Office of Scientific and Technical Information (OSTI), June 2009. http://dx.doi.org/10.2172/964375.

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Hadfield, Steven M., Carl Crockett, Paul J. Simonich, Matthew G. Mcharg, and William J. Mandeville. Mathematical Software Evaluation Report: Mathcad Plus 6.0 versus Mathematica 3.0. Fort Belvoir, VA: Defense Technical Information Center, November 1997. http://dx.doi.org/10.21236/ada337847.

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Petersen, Matthew. Mathematical Silences. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7355.

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Kiernan, Jim. Mathematical Expeditions. Washington, DC: The MAA Mathematical Sciences Digital Library, October 2008. http://dx.doi.org/10.4169/loci003121.

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Swetz, Frank. Mathematical Treasure. Washington, DC: The MAA Mathematical Sciences Digital Library, January 2013. http://dx.doi.org/10.4169/loci003954.

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Ловьянова, И. В. Математическая деятельность старшеклассников как специфический вид учебной деятельности. [б. в.], 2013. http://dx.doi.org/10.31812/0564/2385.

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In this article the learning of mathematics is seen as a mathematical training activities. The author describes the features of educational activity: characteristics, psychological content, structure. Determine the nature of mathematical activity and her specifics in senior profile school.
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Baber, Marla Ann. Exploring Mathematical Capital: An Essential Construct for Mathematical Success? Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5354.

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McLaughlin, David W. Mathematical Nonlinear Optics. Fort Belvoir, VA: Defense Technical Information Center, September 1998. http://dx.doi.org/10.21236/ada360928.

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Ribbens, C., and L. Watson. Parallel mathematical software. Office of Scientific and Technical Information (OSTI), October 1989. http://dx.doi.org/10.2172/5587283.

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