Relevant bibliographies by topics / Mathematical ability

Contents

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

Academic literature on the topic 'Mathematical ability'

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

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Journal articles on the topic "Mathematical ability"

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Paulus, Christanti Fransina Angel, and Theresia Laurens. "The Effect of Early Mathematical Ability and Mathematical Communication Ability on Mathematical Problem Solving Ability." Daya Matematis: Jurnal Inovasi Pendidikan Matematika 11, no. 2 (July 3, 2023): 134. http://dx.doi.org/10.26858/jdm.v11i2.51281.

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This study aims to look at the relationship between early math skills and mathematical communication skills on students' math problem solving abilities. The population in this study amounted to 151 students and a sample of 110 students was taken using the slovin formula. This research uses quantitative methods. The research data was collected through a research instrument in the form of a written test, then processed and analyzed using path analysis techniques. The results of this study indicate that (1) there is a relationship between early mathematical ability and mathematical problem solving ability; (2) there is a relationship between mathematical communication skills and mathematical problem solving abilities;
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Satriani, Dimas Hudda, Yuyu Yuhana, and Etika Khaerunnisa. "Analysis of Mathematics Literacy Ability in Solving PISA-type Questions viewed from Students’ Mathematical Disposition." PARADIKMA: JURNAL PENDIDIKAN MATEMATIKA 16, no. 1 (June 29, 2023): 80–90. http://dx.doi.org/10.24114/paradikma.v16i1.45514.

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The purpose of this research intended to described the qualities of students' mathematical dispositions and mathematical literacy in response to PISA-style questions. This research uses qualitative approaches and also incorporated within the qualitative descriptive research. The 39 students in class 10 MIPA who participated in the research were then reduced to three students to represent the low, medium, and high levels of disposition. The data were gathered using a questionnaire that measures students' mathematical disposition, a written essay test that measures students' mathematical literacy, and direct interviews. The outcome revealed that seven students fell into the low mathematical disposition category, 24 students had medium mathematical disposition, and eight students had high mathematical disposition. On the PISA scale of mathematical literacy, students with low mathematical disposition earn level 2, students with medium mathematical dsiposition achieved level 4 whereas those with strong mathematical disposition obtain level 6.
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Kattou, Maria, Katerina Kontoyianni, Demetra Pitta-Pantazi, and Constantinos Christou. "Connecting mathematical creativity to mathematical ability." ZDM 45, no. 2 (September 30, 2012): 167–81. http://dx.doi.org/10.1007/s11858-012-0467-1.

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Haris, Denny. "USING VIRTUAL LEARNING ENVIRONMENT ON REALISTIC MATHEMATICS EDUCATION TO ENHANCE SEVENTH GRADERS’ MATHEMATICAL MODELING ABILITY." SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED 12, no. 2 (June 28, 2022): 152–59. http://dx.doi.org/10.24114/sejpgsd.v12i2.35387.

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Many research studied that realistic mathematics education (RME) can be an alternative solution to students’ difficulties in learning mathematics. Various forms of technology additionally are further employed to support students' mathematical achievements. However, research on the implementation of virtual learning environments (VLE) with the RME approach is still lacking. The main goals of this research were to create an instructional process of virtual learning environments on realistic mathematics education to improve seventh graders' mathematical modeling abilities and to examine the effect of designs on mathematical modeling ability. Theory of realistic mathematics education and virtual learning environment literature were integrated. The design model developed was verified by experts to be tested. The pre-test / post-test test method was carried out to see the effectiveness of the design. The sixty-seventh graders from a secondary school in North Sumatera were selected as samples. The instructional process developed consists of four stages, namely (1) purposing contextual problems, (2) defining situations from contextual problems, (3) solving problems individually or in groups, and (4) reviewing and comparing solutions. The developed virtual learning environment consists of 5 components, namely (1) users management, (2) content and activities management, (3) resources management, (4) visualization and communication management, and (5) evaluation and assessment management. The mathematical modeling ability concerning experimental group students is significantly higher after being taught through a realistic mathematics education instructional process via a virtual learning environment. Comparison of the experimental group with the control group also showed the same results.
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Yunita, Mardhiyah, and Rizki Dwi Siswanto. "Analysis of Mathematical Communication Ability in Solving Story Problems Based on Mathematical Ability and Gender." Mathline : Jurnal Matematika dan Pendidikan Matematika 8, no. 1 (February 23, 2023): 181–93. http://dx.doi.org/10.31943/mathline.v8i1.327.

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This study aims to test the written mathematical communication skills of students who st udy mathematics material about cubes and blocks at SMP 238 Jakarta. This study uses a qualitative descriptive methodology. Data collection using tests and interview. As a test of the v alidity of the data usin the triangulation technique was carried out by comparing the results of the subject’s mathematical communication ability test with the results of the interview. The subject of this study were students of class VIII SMP 238 Jakarta, totaling 6 students who were divide into 3 groups based on high, medium, and low level of mathematicl ability. This study uses 3 indicators, namely explaining mathematical ideas, situations and relationships/in writing, explaining mathematical ideas in the form of visual images/tables/diagrams, explaining ideas of problem situations picture or real objects into the language of symbols of mathematical models/mathematical expressions. This study revealed that students with high level of mathematical ability were able to answer questions on indicators 1, 2, and 3. Subjects with low level of mathematical ability were able to answer questions on indicators 1, 2, and 3 but still did not understand and were still in complete the method used in answering.
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Robinson, W. S. "Penrose and mathematical ability." Analysis 52, no. 2 (April 1, 1992): 80–87. http://dx.doi.org/10.1093/analys/52.2.80.

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Sanders, Barbara. "Mathematical ability, spatial ability, and remedial training." Behavioral and Brain Sciences 11, no. 2 (June 1988): 208–9. http://dx.doi.org/10.1017/s0140525x00049554.

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Octaviani, Armelia Dwi, Ana Rahmawati, and Dian Novita Rohmatin. "Analysis of Students' Mathematical Communication Ability in Solving Problems Viewed from the Mathematical Disposition." International Journal of Research Publication and Reviews 4, no. 3 (March 10, 2023): 1609–13. http://dx.doi.org/10.55248/gengpi.2023.32739.

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Nurdin, Anisa Nurfadilah, Rusli, Baso Intang Sappaile, Hastuty, and Sitti Masyitah Meliyana R. "Mathematical Critical Thinking Ability in Solving Mathematical Problems." ARRUS Journal of Social Sciences and Humanities 2, no. 2 (June 2, 2022): 136–43. http://dx.doi.org/10.35877/soshum795.

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This study aims to determine the mathematical critical thinking skills of class XII IPA 1 students at SMAN 5 Sidrap in solving mathematical problems in arithmetic sequences and series. The type of research used is descriptive research with a qualitative approach. In this study, there were 3 subjects, namely students with high, medium and low mathematical abilities. The instruments used in data collection were observation sheets, written tests and interview guidelines. The results showed that: (1) Students who met the Critical Thinking Level (CTL) 3 or critically were students who had high mathematical abilities. At this critical thinking level, students are able to formulate the main points of the problem, are able to reveal existing facts, are able to determine the theorems used and detect bias, Students are able to work on questions according to the initial plan, able to express their arguments clearly, able to re-examine answers and draw conclusions. (2) Students who meet CTL 2 or are quite critical are students who have moderate mathematical abilities. At this critical thinking level, students are able to formulate the main points of the problem, uncover existing facts, are able to determine the theorem used, are able to detect bias, are able to work on problems according to the initial plan, are able to express their arguments clearly, are less able to re-examine answers and draw a conclusion. (3) Students who meet CTL 0 or are not critical are students who have low mathematical abilities. At this critical thinking level, students have not been able to fulfill all indicators such as not being able to formulate the main points of the problem.
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Agustina, L., Zaenuri, and Wardono. "Description of students’ mathematical concept understanding ability, in terms of initial mathematical ability." Journal of Physics: Conference Series 1918, no. 4 (June 1, 2021): 042109. http://dx.doi.org/10.1088/1742-6596/1918/4/042109.

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Dissertations / Theses on the topic "Mathematical ability"

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Morrison, Susan Elizabeth. "Inhibitory control and children's mathematical ability." Thesis, University of Stirling, 2005. http://hdl.handle.net/1893/412.

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Following recent research linking executive functioning to children 's skills, this thesis explores the relationship between children's inhibition effciency and mathematical ability. This relationship was initially explored using six Stroop task variants containing verbal, numerical or pictorial stimuli. The results indicated that, in the numerical variants only, children of lower mathematical abilty possess less effcient inhibition mechanisms, compared to children of higher mathematical ability. Thus, it is proposed that low-abilty mathematicians may possess a domain-specifc problem with the inhibition of numerical information. The increased interference scores of the lowability mathematicians, however, were only evident under those conditions which also required a degree of switching between temporary strategies. A series of experiments also examined children's ability to inhibit prepotent responses and switch between strategies whilst performing mental arithmetic. The aim of these experiments was to provide a more naturalistic and appropriate exploration of the hypothesized relationship between mathematical abilty and inhibition effciency. These results also indicated that low-ability mathematicians possess fewer executive resources to cope with increased inhibition demands. A further systematic manipulation of switching and inhibition demands revealed that the low-abilty mathematicians experienced a particular difculty when both types of inhibitory demands (i.e. inhibiting a prepotent response and inhibiting an established strategy)were present. This suggests that their reduction in inhibition effciency stems from the amount of demands, rather than the type of demands placed on the executive system. Furthermore, the results indicated that inhibition effciency may be a specifc element of mathematical ability rather than an element of intellectual ability in general. The final study involved a group of low-abilty mathematicians and examined the disturbing impact of irrelevant information on their arithmetic word problem solving abilty. This study revealed that irrelevant numerical (IN) information has a more detrimental impact on performance than irrelevant verbal (IV) information. It is proposed that it is more difcult to inhibit IN information, as it appears more relevant to intentions, and thus, enters WM with a higher level of activations. In sum, the results indicate that low-abilty mathematicians have a reduced domainspecific working memory capacity, characterized by ineffcient inhibition mechanisms.
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Rindfleisch, Casie. "Causes of gender differences in perceived mathematical ability." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007rindfleischc.pdf.

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Lesneski, Lynn. "The effects of using distributed practice on math performance." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005lesneskil.pdf.

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Yates, Cheryl M. "Screening for mathematical abilities and disabilities in 1st and 2nd grade children /." Thesis, Connect to this title online; UW restricted, 1996. http://hdl.handle.net/1773/7923.

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McConachie, Regina S. "Review and design of alternative assessments in mathematics /." View abstract, 1999. http://library.ctstateu.edu/ccsu%5Ftheses/1534.html.

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Thesis (M.S.)--Central Connecticut State University, 1999.
Thesis advisor: Dr. Phillip Halloran. " ... in partial fulfillment of the requirements for the degree of Masters of Science in Mathematics." Includes bibliographical references (leaves [30-33]).
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Sak, Ugur. "M3: The Three-Mathematical Minds Model for the Identification of Mathematically Gifted Students." Diss., The University of Arizona, 2005. http://hdl.handle.net/10150/194533.

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Views of giftedness have evolved from unilateral notions to multilateral conceptions. The primary purpose of this study was to investigate the psychological validity of the three-mathematical minds model (M3) developed by the author. The M3 is based on multilateral conceptions of giftedness to identify mathematically gifted students. Teachings of Poincare and Polya about mathematical ability as well as the theory of successful intelligence proposed by Sternberg (1997) provided the initial framework in the development of the M3. A secondary purpose was to examine the psychological validity of the three-level cognitive complexity model (C3) developed by the author. The C3 is based on studies about expertise to differentiate among gifted, above-average and average-below-average students at three levels.The author developed a test of mathematical ability based on the M3 and C3 with the collaboration of mathematicians. The test was administered to 291 middle school students from four different schools. The reliability analysis indicated that the M3 had a .72 coefficient as a consistency of scores. Exploratory factor analysis yielded three separate components explaining 55% of the total variance. The convergent validity analysis showed that the M3 had medium to high-medium correlations with teachers' ratings of students' mathematical ability (r = .45) and students' ratings of their own ability (r = .36) and their liking of mathematics (r = .35). Item-subtest-total score correlations ranged from low to high. Some M3 items were found to be homogenous measuring only one aspect of mathematical ability, such as creative mathematical ability, whereas some items were found to be good measures of more than one facet of mathematical ability.The C3 accounted for 41% of variance in item difficulty (R square = .408, p < .001). Item difficulty ranged from .02 to .93 with a mean of .29. The analysis of the discrimination power of the three levels of the C3 revealed that level-two and level-three problems differentiated significantly among three ability levels, but level-one problems did not differentiate between gifted and above average students. The findings provide partial evidence for the psychological validity of both the M3 and C3 for the identification of mathematically gifted students.
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Gray, Colette Helen. "Cognitive arithmetic & mathematical ability : a developmental perspective." Thesis, Queen's University Belfast, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.337034.

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Landry, Shawntel Delcambre. "Degrees of alignment among K-12 mathematics content standards of instruction an analysis of high-performing and low-performing data sets /." [Fort Worth, Tex.] : Texas Christian University, 2009. http://etd.tcu.edu/etdfiles/available/etd-10162009-153350/unrestricted/Landry.pdf.

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Kemp, Marian. "Developing critical numeracy at the tertiary level." Thesis, Kemp, Marian (2005) Developing critical numeracy at the tertiary level. Professional Doctorate thesis, Murdoch University, 2005. https://researchrepository.murdoch.edu.au/id/eprint/122/.

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Students at university encounter quantitative information in tables and graphs or through prose in textbooks, journals, electronic sources and in lectures. The degree to which students are able to engage with this kind of information and draw their own conclusions, influences the extent to which they need to rely on the interpretation of others. In particular, students who are studying in non-mathematical disciplines often fail to engage seriously with such material for a number of reasons. These may include a lack of confidence in their ability to do mathematics, a lack of mathematical skills required to understand the data, or a lack of an awareness of the importance of being able to read and interpret the data for themselves. In this thesis, the successful choice and use of skills to interpret quantitative information is referred to as numeracy. The level of numeracy exhibited by a student can vary depending on the social or cultural context, his/her confidence to engage with the quantitative information, the sophistication of the mathematics required, and his/her ability to evaluate the findings. The first part of the thesis is devoted to the conceptualisation of numeracy and its relationship to mathematics. The empirical study that follows this is focused on an aspect of numeracy of importance to university students: the reading and interpreting of tables of data in a range of non-mathematical contexts. The students who participated in this study were enrolled in degree programs in the social sciences. The study was designed to measure the effectiveness of a one-hour intervention workshop aimed at improving the levels of the students? numeracy. The short length of the intervention was dictated by practical and organisational constraints. This workshop involved reading and interpreting a table of data using strategies based on the SOLO taxonomy (Biggs and Collis, 1982). The SOLO taxonomy was developed mainly as a means of classifying the quality of responses across both arts and science disciplines. The categorisation uses five levels: prestructural, unistructural, multistructural, relational and extended abstract. It can be used as a diagnostic tool at all levels of education as it can be seen as a spiral learning structure repeating itself with increasing levels of abstraction. It can also be used as a teaching tool in feedback to students. A measuring instrument, also based on the SOLO taxonomy, was designed to gauge the levels of the students' responses to these tasks. Each response was allocated a level that was subsequently coded as a number from zero to seven. Because the responses were in distinct ordered categories, it was possible to analyse the scores using the Rasch Model (Rasch 1960/80) for polytomous responses, placing both the difficulty of the tasks and the ability of the students on an equal interval scale. The Rasch Model was also used to evaluate the measuring instrument itself. Some adjustments were made to the instrument in the light of this analysis. It was found that it is possible to construct an instrument to distinguish between levels of students' written responses for each of the chosen table interpretation tasks. The workshop was evaluated through a comparison of the levels achieved by individual students before and after the workshop. T-tests for dependent samples indicated a significant improvement (p < 0.01) in student performance.
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Kemp, Marian. "Developing critical numeracy at the tertiary level /." Access via Murdoch University Digital Theses Project, 2005. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20060831.171947.

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Books on the topic "Mathematical ability"

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Tam, Kai Chung. Testing the Ability to Apply Mathematical Knowledge. [New York, N.Y.?]: [publisher not identified], 2018.

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Ballard, Stephen. Improving mathematical ability in pupils with special needs. Oxford: Oxford Brookes University, 2002.

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D, Campbell Jamie I., ed. The Nature and origins of mathematical skills. Amsterdam: North-Holland, 1992.

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Card, David E. Earnings, schooling, and ability revisited. Cambridge, MA: National Bureau of Economic Research, 1994.

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Tolley, Harry. How to pass numeracy tests: Test your knowledge of number problems, data interpretation tests and number sequences. 4th ed. London: Kogan Page, 2013.

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Collis, Kevin F. Collis-Romberg mathematical problem solving profiles. Hawthorn, Vic., Australia: Australian Council for Educational Research, 1992.

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Hresko, Wayne P. CMAT: Comprehensive Mathematical Abilities Test. Austin, Tex: Pro-ed, 2003.

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Fadaei, Amir Hosein. CA upgrading for extending the optimization problem solving ability. Hauppauge, N.Y: Nova Science Publishers, 2010.

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Fadaei, Amir Hosein, and Amir Hosein Fadaei. CA upgrading for extending the optimization problem solving ability. Hauppauge, N.Y: Nova Science Publishers, 2010.

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Birx, Elke. Mathematik und Begabung: Evaluation eines Förderprogramms für mathematisch besonders befähigte Schüler. Hamburg: R. Krämer, 1988.

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Book chapters on the topic "Mathematical ability"

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Karsenty, Ronnie. "Mathematical Ability." In Encyclopedia of Mathematics Education, 372–75. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-4978-8_94.

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Karsenty, Ronnie. "Mathematical Ability." In Encyclopedia of Mathematics Education, 494–97. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-15789-0_94.

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Walls, Fiona. "The Emergence of Ability." In Mathematical Subjects, 133–71. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-1-4419-0597-0_6.

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Zhang, Shizao. "Mathematical Ability in Secondary Schools." In The Pedagogy of Secondary-School Mathematics, 151–86. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-1248-3_5.

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Damerow, Peter. "What is Mathematical Ability and How do Ability Differences Emerge in Mathematics Education?" In Boston Studies in the Philosophy of Science, 87–110. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-015-8624-5_4.

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Threadgill Sowder, Judith. "Affective Factors and Computational Estimation Ability." In Affect and Mathematical Problem Solving, 177–91. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3614-6_12.

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Benbow, Camilla Persson, and Robert Michael Benbow. "Extreme Mathematical Talent: A Hormonally Induced Ability?" In Duality and Unity of the Brain, 147–57. London: Palgrave Macmillan UK, 1987. http://dx.doi.org/10.1007/978-1-349-08940-6_10.

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Benbow, Camilla Persson, and Robert Michael Benbow. "Extreme Mathematical Talent: A Hormonally Induced Ability?" In Duality and Unity of the Brain, 147–57. Boston, MA: Springer US, 1987. http://dx.doi.org/10.1007/978-1-4613-1949-8_10.

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Ambrus, András, and Krisztina Barczi-Veres. "Teaching Mathematical Problem Solving in Hungary for Students Who Have Average Ability in Mathematics." In Posing and Solving Mathematical Problems, 137–56. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-28023-3_9.

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Asrawati, Nur, Nurwati Djam’an, Baso Intang Sappaile, and Sahlan Sidjara. "Relationship between Students’ Mathematical Literacy and Creative Thinking Ability." In Advances in Computer Science Research, 108–17. Dordrecht: Atlantis Press International BV, 2023. http://dx.doi.org/10.2991/978-94-6463-332-0_13.

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Conference papers on the topic "Mathematical ability"

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Adlina, Almas, Edi Syahputra, and Pardomuan Sitompul. "The Effect of Mathematical Literacy Ability, Critical Thinking Ability, and Mathematical Communication Ability on the Mathematical Problem Solving Ability." In Proceedings of the 5th International Conference on Science and Technology Applications, ICoSTA 2023, 2 November 2023, Medan, Indonesia. EAI, 2024. http://dx.doi.org/10.4108/eai.2-11-2023.2343261.

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Anim, Anim, Edy Surya, Edi Syahputra, Syahriani Sirait, Ely Syafitri, and Elfira Rahmadani. "Analysis Of Mathematical Communication Ability In Term Of Students’ Initial Mathematics Ability." In Proceedings of the 8th Annual International Seminar on Transformative Education and Educational Leadership, AISTEEL 2023, 19 September 2023, Medan, North Sumatera Province, Indonesia. EAI, 2023. http://dx.doi.org/10.4108/eai.19-9-2023.2340570.

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Syafri, Fatrima Santri, Dodi Isran, and Nurhikma. "The Relationship Between Mathematical Problem-Solving Ability, Mathematical Connection Ability, and Ability to Read the Qur’an." In International Conference on Educational Sciences and Teacher Profession (ICETeP 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210227.033.

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Ariyanto, Lilik, Supandi, Widya Kusumaningsih, and Elsa Era Narwastu. "Analysis of students’ mathematical critical thinking ability reviewed from the initial mathematical ability." In TRANSPORT, ECOLOGY, SUSTAINABLE DEVELOPMENT: EKO VARNA 2023. AIP Publishing, 2024. http://dx.doi.org/10.1063/5.0194689.

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Rahmawati, Ratih, Mardiyana Mardiana, and Triyanto Triyanto. "Analysis of Studentsr Mathematical Reasoning Ability in Solving Mathematics Problem." In International Conference on Teacher Training and Education 2018 (ICTTE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ictte-18.2018.57.

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Happy, Nurina, Puput Diyan Pratiwi, Rina Dwi Setyowati, Sutrisno, and Dhian Endahwuri. "Mathematical connection ability of male students." In PROCEEDINGS OF THE 6TH NATIONAL CONFERENCE ON MATHEMATICS AND MATHEMATICS EDUCATION. AIP Publishing, 2022. http://dx.doi.org/10.1063/5.0096085.

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Septian, Ari, Nia Jusniani, Erma Monariska, Guntur Maulana Muhammad, and Rani Sugiarni. "Mathematical representation ability in integral calculus." In PROCEEDINGS OF THE 3RD AHMAD DAHLAN INTERNATIONAL CONFERENCE ON MATHEMATICS AND MATHEMATICS EDUCATION 2021. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0140292.

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Nurutami, Aulia, Riyadi Riyadi, and Sri Subanti. "The Analysis of Studentsr Mathematical Literacy Based on Mathematical Ability." In Mathematics, Informatics, Science, and Education International Conference (MISEIC 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/miseic-18.2018.40.

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Ningsi, Gabariela, Fransiskus Nendi, Kristianus Pantaleon, Emilianus Jehadus, and Marselina Bahagia. "Application Of Realistic Mathematic Education to Improve Mathematical Creative Thinking Ability." In Proceedings of the 3rd International Conference on Education, Humanities, Health and Agriculture, ICEHHA 2023, 15-16 December 2023, Ruteng, Flores, Indonesia. EAI, 2024. http://dx.doi.org/10.4108/eai.15-12-2023.2345633.

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Jehadus, Emilianus, Maximus Tamur, Sebastianus Fedi, and Ermelinda Sari. "Students' Early Mathematical Ability and Its Contribution to Mediating Junior High School Students' Mathematical Ability: Correlational Studies." In Proceedings of the 2nd International Conference on Education, Humanities, Health and Agriculture, ICEHHA 2022, 21-22 October 2022, Ruteng, Flores, Indonesia. EAI, 2023. http://dx.doi.org/10.4108/eai.21-10-2022.2329591.

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Reports on the topic "Mathematical ability"

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Frantseva, Anastasiya. The video lectures course "Elements of Mathematical Logic" for students enrolled in the Pedagogical education direction, profile Primary education. Frantseva Anastasiya Sergeevna, April 2021. http://dx.doi.org/10.12731/frantseva.0411.14042021.

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The video lectures course is intended for full-time and part-time students enrolled in "Pedagogical education" direction, profile "Primary education" or "Primary education - Additional education". The course consists of four lectures on the section "Elements of Mathematical Logic" of the discipline "Theoretical Foundations of the Elementary Course in Mathematics" on the profile "Primary Education". The main lecture materials source is a textbook on mathematics for students of higher pedagogical educational institutions Stoilova L.P. (M.: Academy, 2014.464 p.). The content of the considered mathematics section is adapted to the professional needs of future primary school teachers. It is accompanied by examples of practice exercises from elementary school mathematics textbooks. The course assumes students productive learning activities, which they should carry out during the viewing. The logic’s studying contributes to the formation of the specified profile students of such professional skills as "the ability to carry out pedagogical activities for the implementation of primary general education programs", "the ability to develop methodological support for programs of primary general education." In addition, this section contributes to the formation of such universal and general professional skills as "the ability to perform searching, critical analysis and synthesis of information, to apply a systematic approach to solving the assigned tasks", "the ability to participate in the development of basic and additional educational programs, to design their individual components". The video lectures course was recorded at Irkutsk State University.
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Roschelle, Jeremy, Britte Haugan Cheng, Nicola Hodkowski, Lina Haldar, and Julie Neisler. Transfer for Future Learning of Fractions within Cignition’s Microtutoring Approach. Digital Promise, April 2020. http://dx.doi.org/10.51388/20.500.12265/95.

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In this exploratory research project, our team’s goal was to design and begin validation of a measurement approach that could provide indication of a student’s ability to transfer their mathematics understanding to future, more advanced mathematical topics. Assessing transfer of learning in mathematics and other topics is an enduring challenge. We sought to invent and validate an approach to transfer that would be relevant to improving Cignition’s product, would leverage Cignition’s use of online 1:1 tutoring, and would pioneer an approach that would contribute more broadly to assessment research.
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Astafieva, Mariia M., Oleksii B. Zhyltsov, and Volodymyr V. Proshkin. E-learning as a mean of forming students' mathematical competence in a research-oriented educational process. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3896.

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The article is devoted to the substantiation of approaches to the effective use of advantages and minimization of disadvantages and losses of e-learning as a mean of forming mathematical competence of students in the conditions of research-oriented educational process. As a result of the ascertaining experiment, e-learning has certain disadvantages besides its obvious advantages (adaptability, possibility of individualization, absence of geographical barriers, ensuring social equality, unlimited number of listeners, etc.). However, the nature of these drawbacks lies not as much in the plane of opportunity itself as in the ability to use them effectively. On the example of the e-learning course (ELC) “Mathematical Analysis” (Calculus) of Borys Grinchenko Kyiv University, which is developed on the basis of the Moodle platform, didactic and methodical approaches to content preparation and organization of activities in the ELC in mathematics are offered. Given the specifics of mathematics as a discipline, the possibility of using ELCs to support the traditional learning process with full-time learning is revealed, introducing a partially mixed (combined) model. It is emphasized that effective formation of mathematical competence of students by means of e-learning is possible only in the conditions of research-oriented educational environment with active and concerned participation of students and partnership interaction. The prospect of further research in the analysis of e-learning opportunities for the formation of students’ mathematical competence, in particular, research and investigation tools, and the development of recommendations for the advanced training programs of teachers of mathematical disciplines of universities are outlined.
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Pinchuk, O. P., V. A. Tkachenko, and O. Yu Burov. AV and VR as Gamification of Cognitive Tasks. CEUR Workshop Proceedings, 2019. http://dx.doi.org/10.33407/lib.naes.718697.

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The paper presents a comparative analysis of the functionality of mobile applications of the augmented reality Da Vinci Machines AR, Electricity AR, Bridges AR, Geometry, the collection of VR models VictoryVR Science Curriculum and the digital collection Mozaik. The possibility of using these tools for educational purposes is explored, in particular, to construct cognitive tasks for students during the study of subjects in the natural and mathematical cycle. The indicated shortcomings are stated, didactic requirements for such educational activities are formulated. Among others, attention is focused on the following indicators: hardware, usability, variability of model parameters, interactivity, interdisciplinary use, and the ability to activate certain cognitive actions of students, degree/form of gamification. The educational potential of using interactive models and video is analyzed for both group and individual work with students. Examples of methodical developments are given.
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Bodnenko, Dmytro M., Halyna A. Kuchakovska, Volodymyr V. Proshkin, and Oksana S. Lytvyn. Using a virtual digital board to organize student’s cooperative learning. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4419.

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The article substantiates the importance of using a virtual digital board to organize student’s cooperative learning in the conditions of distance education, incl. social distance (for the quarantine period 2020). The main advantages of using a virtual digital board are outlined and their functions for the organization of cooperative education are compared. An analysis of the benefits of using virtual digital boards and a survey of experts made it possible to identify the most popular virtual digital boards: Wiki-Wall, Glogster, PadLet, Linoit, Twidla, Trello, Realtimeboard (Miro), Rizzoma. The comparison of the functions of virtual digital boards outlines their ability to organize students’ cooperative learning. The structure of the module E-Learning “Creating education content with tools of virtual digital board Padlet” is presented in the system LMS Moodle. The results of the experiment are presented, which show the effectiveness of the use of instruments of the virtual digital board to organize student’s cooperative learning. Perspectives of researches in developing methods of using a virtual digital board by students of natural-mathematical specialties are determined.
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Perdigão, Rui A. P., and Julia Hall. Spatiotemporal Causality and Predictability Beyond Recurrence Collapse in Complex Coevolutionary Systems. Meteoceanics, November 2020. http://dx.doi.org/10.46337/201111.

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Causality and Predictability of Complex Systems pose fundamental challenges even under well-defined structural stochastic-dynamic conditions where the laws of motion and system symmetries are known. However, the edifice of complexity can be profoundly transformed by structural-functional coevolution and non-recurrent elusive mechanisms changing the very same invariants of motion that had been taken for granted. This leads to recurrence collapse and memory loss, precluding the ability of traditional stochastic-dynamic and information-theoretic metrics to provide reliable information about the non-recurrent emergence of fundamental new properties absent from the a priori kinematic geometric and statistical features. Unveiling causal mechanisms and eliciting system dynamic predictability under such challenging conditions is not only a fundamental problem in mathematical and statistical physics, but also one of critical importance to dynamic modelling, risk assessment and decision support e.g. regarding non-recurrent critical transitions and extreme events. In order to address these challenges, generalized metrics in non-ergodic information physics are hereby introduced for unveiling elusive dynamics, causality and predictability of complex dynamical systems undergoing far-from-equilibrium structural-functional coevolution. With these methodological developments at hand, hidden dynamic information is hereby brought out and explicitly quantified even beyond post-critical regime collapse, long after statistical information is lost. The added causal insights and operational predictive value are further highlighted by evaluating the new information metrics among statistically independent variables, where traditional techniques therefore find no information links. Notwithstanding the factorability of the distributions associated to the aforementioned independent variables, synergistic and redundant information are found to emerge from microphysical, event-scale codependencies in far-from-equilibrium nonlinear statistical mechanics. The findings are illustrated to shed light onto fundamental causal mechanisms and unveil elusive dynamic predictability of non-recurrent critical transitions and extreme events across multiscale hydro-climatic problems.
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Schoen, Robert C., and Naomi Iuhasz-Velez. Measuring teacher ability to predict student success in solving specific mathematics problems: Procedures and initial findings of accuracy, overprediction, and underprediction. Florida State University, May 2017. http://dx.doi.org/10.17125/fsu.1507903318.

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Modlo, Yevhenii O., Serhiy O. Semerikov, Stanislav L. Bondarevskyi, Stanislav T. Tolmachev, Oksana M. Markova, and Pavlo P. Nechypurenko. Methods of using mobile Internet devices in the formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3677.

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An analysis of the experience of professional training bachelors of electromechanics in Ukraine and abroad made it possible to determine that one of the leading trends in its modernization is the synergistic integration of various engineering branches (mechanical, electrical, electronic engineering and automation) in mechatronics for the purpose of design, manufacture, operation and maintenance electromechanical equipment. Teaching mechatronics provides for the meaningful integration of various disciplines of professional and practical training bachelors of electromechanics based on the concept of modeling and technological integration of various organizational forms and teaching methods based on the concept of mobility. Within this approach, the leading learning tools of bachelors of electromechanics are mobile Internet devices (MID) – a multimedia mobile devices that provide wireless access to information and communication Internet services for collecting, organizing, storing, processing, transmitting, presenting all kinds of messages and data. The authors reveals the main possibilities of using MID in learning to ensure equal access to education, personalized learning, instant feedback and evaluating learning outcomes, mobile learning, productive use of time spent in classrooms, creating mobile learning communities, support situated learning, development of continuous seamless learning, ensuring the gap between formal and informal learning, minimize educational disruption in conflict and disaster areas, assist learners with disabilities, improve the quality of the communication and the management of institution, and maximize the cost-efficiency. Bachelor of electromechanics competency in modeling of technical objects is a personal and vocational ability, which includes a system of knowledge, skills, experience in learning and research activities on modeling mechatronic systems and a positive value attitude towards it; bachelor of electromechanics should be ready and able to use methods and software/hardware modeling tools for processes analyzes, systems synthesis, evaluating their reliability and effectiveness for solving practical problems in professional field. The competency structure of the bachelor of electromechanics in the modeling of technical objects is reflected in three groups of competencies: general scientific, general professional and specialized professional. The implementation of the technique of using MID in learning bachelors of electromechanics in modeling of technical objects is the appropriate methodic of using, the component of which is partial methods for using MID in the formation of the general scientific component of the bachelor of electromechanics competency in modeling of technical objects, are disclosed by example academic disciplines “Higher mathematics”, “Computers and programming”, “Engineering mechanics”, “Electrical machines”. The leading tools of formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects are augmented reality mobile tools (to visualize the objects’ structure and modeling results), mobile computer mathematical systems (universal tools used at all stages of modeling learning), cloud based spreadsheets (as modeling tools) and text editors (to make the program description of model), mobile computer-aided design systems (to create and view the physical properties of models of technical objects) and mobile communication tools (to organize a joint activity in modeling).
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Busso, Matías, and Samuel Berlinski. Challenges in Educational Reform: An Experiment on Active Learning in Mathematics. Inter-American Development Bank, March 2015. http://dx.doi.org/10.18235/0011680.

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This paper reports the results of an experiment with secondary school students designed to improve their ability to reason, argument, and communicate using mathematics. These goals are at the core of many educational reforms. A structured pedagogical intervention was created that fostered a more active role of students in the classroom. The intervention was implemented with high fidelity and was internally valid. Students in the control group learned significantly more than those who received treatment. A framework to interpret this result is provided in which learning is the result of student-teacher interaction. The quality of such interaction deteriorated during the intervention.
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Zhylenko, Tetyana I. Auto Checker of Higher Mathematics - an element of mobile cloud education. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3895.

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We analyzed the main cloud services in the article. We also described the main contribution of mobile cloud technology to education. The article presents the author’s development from the field of mobile cloud education in higher mathematics. The design architecture of this application is described in detail: QR generator and scanner, authorization, sending tasks. Block diagrams and images are presented that clearly demonstrate the operation of the application. We showed an example of solving the integral from the section of integral calculus for higher mathematics and showed how to download the answer in the form of a QR code and find out whether it is correct or incorrect (this can be seen by the color on the smart phone screen). It is shown how this technology helps the teacher save time for checking assignments completed by students. This confirms its effectiveness. Such an application provides students and teachers with the ability to store and process data on a cloud computing platform.
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