Journal articles: 'Mathematical perception'

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Yayuk, Erna, and Dyah Worowirastri Ekowati. "Disposisi Berpikir Kreatif Matematis Pada Siswa Sekolah Dasar." Scholaria: Jurnal Pendidikan dan Kebudayaan 12, no. 2 (May 27, 2022): 89–95. http://dx.doi.org/10.24246/j.js.2022.v12.i2.p89-95.

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The purpose of this research is to find out the creative thinking disposition of elementary school students in mathematics based on their gender group. The research design used is a descriptive qualitative method. Based on the results of the study, it can be concluded that boys have a high mathematical creative thinking disposition and positive perceptions, boys and girls have the same high mathematical creative thinking disposition and moderate perception, in the category of moderate mathematical disposition and moderate perception, students fewer boys than girls. In male students, moderate mathematical creative thinking disposition and negative perceptions have more numbers than in female students. Furthermore, students who have a low creative thinking disposition and moderate perception are only boys. Students who have low mathematical creative thinking disposition and negative perceptions are only female students. The level of disposition and perception is very influential in the process of learning mathematics. Children who have a high mathematical creative thinking disposition and high perception certainly have a better enthusiasm for learning mathematics than other categories,

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Glasko, A. V. "Mathematical model of melody perception." Mathematical Models and Computer Simulations 7, no. 2 (March 2015): 190–201. http://dx.doi.org/10.1134/s2070048215020064.

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Kim, Pan Soo, and Na Ri Kim. "A Study of Mathematically Gifted Student's Perception of Mathematical Creativity." Journal of Gifted/Talented Education 26, no. 4 (December 31, 2016): 747–61. http://dx.doi.org/10.9722/jgte.2016.26.4.747.

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Anggoro, Bambang Sri. "Analisis Persepsi Siswa SMP terhadap Pembelajaran Matematika ditinjau dari Perbedaan Gender dan Disposisi Berpikir Kreatif Matematis." Al-Jabar : Jurnal Pendidikan Matematika 7, no. 2 (December 20, 2016): 153–66. http://dx.doi.org/10.24042/ajpm.v7i2.30.

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This research is a qualitative research with the qualitative descriptive method. The technique of research subject taking in this research use purposive sampling technique. The subjects of this study amounted to 9 students. Data collection techniques used were questionnaire perception and disposition of students' mathematical creative thinking, observation, interview and documentation of mathematics learning. Data analysis techniques, namely data reduction, data presentation, and conclusions. The validity of data in this study using the content validity, construct validity and reliability and triangulation techniques. According to the results of the study and discussion, the conclusion of this study is Based on the gender and disposition of mathematical creative thinking, the perception of mathematics learning that is produced, that is for high DBKM and positive perception is only found in male students, for high DBKM and medium perception, Male and female students, for medium DBKM and medium perception, female students tend to be more than male students, for medium DBKM and negative perceptions of male students tend to be more than female students, for low DBKM and perception is being Only in boys, and for low DBKM and negative perceptions are only found in female students. The disposition of high mathematical creative thinking and positive perception is very influential on learning mathematics because students who have high DBKM and positive perception will be better in learning mathematics than students who have DBKM and perceptions other than high DBKM and positive perceptions of mathematics learning.

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Demange, Dominique. "“…cupiens mathematicam tractare infra radices metaphysice…” Roger Bacon on Mathematical Abstraction." Revista Española de Filosofía Medieval 28, no. 1 (February 24, 2022): 67–98. http://dx.doi.org/10.21071/refime.v28i1.14034.

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In some passages of the Opus maius and the Opus tertium, Roger Bacon holds that mathematical objects are the immediate and adequate objects of human’s intellect: in our sensible life, the intellect develops mostly around quantity itself. We comprehend quantities and bodies by a perception of the intellect because their forms belong to the intellect, namely, an understanding of mathematical truths is almost innate within us. A natural reaction to these sentences is to deduce a strong Pythagorean or Platonic influence in Roger Bacon’s theory of mathematical knowledge. However, Bacon has always followed Aristotle’s view according to which numbers and figures have no real existence apart from the sensible substances, and universal knowledge comes from sensory experience as well. It appears that Bacon’s claim that quantity is the first object of human's intellect comes from an original reading of a passage of Aristotle’s On Memory and Reminiscence. In this paper, we try to clarify Bacon’s views about mathematical abstraction and intellectual perception of mathematical forms in his Parisian questions on Physics and Liber De causis, the Perspectiva, Opus maius, Opus tertium, the Communia mathematica and the Geometria speculativa. We conclude that Bacon considered mathematical abstraction as a mode of perception of the internal structure of the physical world: mathematical abstraction does not mean for Bacon an act of separation of ideal forms from the sensible matter, but a possibility of intuition of the internal structure of the sensible world itself, a faculty which is necessary for human’s perception of space and time.

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Ersoy, Mehmet, and Miray Dağyar. "A MATHEMATICAL PROBLEM-SOLVING PERCEPTION SCALE FOR SECONDARY SCHOOL STUDENTS: A VALIDITY AND RELIABILITY STUDY." Problems of Education in the 21st Century 80, no. 5 (October 25, 2022): 693–707. http://dx.doi.org/10.33225/pec/22.80.693.

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Determining students' perceptions of problem-solving is an important step to improve their mathematical problem-solving skills. For this reason, the aim of this study was to develop a scale to determine secondary school students’ perceptions of mathematical problem solving. In the study conducted in a basic research model, a scale application, one of the quantitative research methods, was used. The sample of the study consisted of 325 secondary school students. Validity and reliability analyses were made with the data obtained on the sample. Five sub-dimensions of the scale were determined through exploratory factor analysis. Confirmatory factor analyses were performed for these 5 sub-dimensions, and the fit indices were found to range from acceptable to excellent. The explained variance of the “Mathematical Problem-Solving Perception Scale” was 66.15%, and the Cronbach alpha value for the whole scale was .93. It was concluded that the scale would reveal the perception levels of secondary school students towards mathematical problem solving in a valid and reliable way. Keywords: mathematics, perception, problem solving, scale development, secondary school students

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Astalini, Astalini, Darmaji Darmaji, Dwi Agus Kurniawan, and Auliya Ramadhanti. "Mathematical Physics E-Module : Study of Students’ Perception Based on Gender." Journal of Education Technology 6, no. 1 (March 1, 2022): 91. http://dx.doi.org/10.23887/jet.v6i1.42233.

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Mathematics physics is often considered by students as a very difficult subject to learn, one of the causes that makes this happen is the lack of learning media that supports students. In addition, most of the existing media use foreign languages, so that in this case Indonesian language learning media is needed, namely the mathematical physics e-module on vector material which is then seen from student responses based on gender differences. This study aims to analyze students' perceptions of the mathematics physics e-module and to analyze students' perceptions based on gender differences in the mathematics physics e-module. This type of research is survey-based research with a quantitative approach. The population of this study was physics education students who contracted mathematical physics with a sample of 80 students. The instrument used in this study was a student perception questionnaire with 15 questions and an interview sheet with 10 questions. The data analysis technique used in this research is descriptive statistical analysis and inferential data analysis using t-test. The results showed that overall students had a positive perception with a perception value of 60% in the very good category and 40% in the good category, whereas when viewed from the gender difference, male students had a perception value of 76.6% in the very good category and 23, 3% in the good category, for female students 50% in the very good category and 50% in the good category. That is, students with gender differences have striking differences in perceptions. Student perceptions can be used as a determining factor in the selection of open materials. From the results, it can be seen that gender differences can help in assessing the products made so that they will support the learning process and increase student learning motivation.

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Goldstone, Robert L., Tyler Marghetis, Erik Weitnauer, Erin R. Ottmar, and David Landy. "Adapting Perception, Action, and Technology for Mathematical Reasoning." Current Directions in Psychological Science 26, no. 5 (October 2017): 434–41. http://dx.doi.org/10.1177/0963721417704888.

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Formal mathematical reasoning provides an illuminating test case for understanding how humans can think about things that they did not evolve to comprehend. People engage in algebraic reasoning by (1) creating new assemblies of perception and action routines that evolved originally for other purposes (reuse), (2) adapting those routines to better fit the formal requirements of mathematics (adaptation), and (3) designing cultural tools that mesh well with our perception-action routines to create cognitive systems capable of mathematical reasoning (invention). We describe evidence that a major component of proficiency at algebraic reasoning is Rigged Up Perception-Action Systems (RUPAS), via which originally demanding, strategically controlled cognitive tasks are converted into learned, automatically executed perception and action routines. Informed by RUPAS, we have designed, implemented, and partially assessed a computer-based algebra tutoring system called Graspable Math with an aim toward training learners to develop perception-action routines that are intuitive, efficient, and mathematically valid.

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Tanti, Tanti, Astalini Astalini, Darmaji Darmaji, Dwi Agus Kurniawan, and Riska Fitriani. "Student Perception Review from Gender: Electronic Moduls of Mathematical Physics." JPI (Jurnal Pendidikan Indonesia) 11, no. 1 (February 26, 2022): 125–32. http://dx.doi.org/10.23887/jpiundiksha.v11i1.35107.

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The role of technology that continues to develop in the era of globalization, especially in the field of education, demands various innovations in the teaching and learning process to improve the quality of learning in the world of education. However, in learning, some students have negative perceptions that can make students not enthusiastic about participating in learning. Students will have difficulty understanding the material and will impact less than optimal learning outcomes of mathematics and physics in learning. This study examines the differences in students' perceptions based on gender in grades A and B in the physics-mathematics e-module. This type of research is quantitative and is conducted by a survey. The data collection instrument is a perception survey using a Likert scale. Data were analyzed descriptively (mean, median, mode, frequency, and percent) and inferential statistics (hypothesis test: normality and homogeneity tests, and hypothesis tests: independent T-test). Technique The sample is a total sample of 80 students from 2 classes. The result of this research is that there is a significant difference between female students' perceptions with a significance level of 0.049 and a significance level of 0.005 for boys. The key is that the average difference in perception between women and men is lower. Men are more rational in inserting something, while women are more emotional. The results of this study are expected to contribute to educators in improving the quality of learning in an educational institution.

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Rosas, Humberto, Watson Vargas, Alexander Cerón, Darío Domínguez, and Adriana Cárdenas. "A Mathematical Expression for Stereoscopic Depth Perception." Photogrammetric Engineering & Remote Sensing 76, no. 3 (March 1, 2010): 301–6. http://dx.doi.org/10.14358/pers.76.3.301.

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Moreno-Crespo, Pilar. "Perception on mathematical difficulties in senior adults." SHS Web of Conferences 37 (2017): 01021. http://dx.doi.org/10.1051/shsconf/20173701021.

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De Mey, Gilbert, Izabela Ciesielska-Wróbel, and Lieva Van Langenhove. "Mathematical model of haptic perception of temperature." Textile Research Journal 87, no. 2 (July 22, 2016): 155–64. http://dx.doi.org/10.1177/0040517515624879.

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The tactile perception of temperature of fabric measured by the thermocouple placed between fabric and a fingertip was analyzed. The experimental data were compared to the mathematical model of heat transfer between body and fabric. A high correlation between mathematical model, which presents a theoretical approach to heat transfer, and the experimental part was found. It proves that the very basic laboratory setup for measurement of heat transfer can be a reliable source of information concerning this phenomenon. It was proven that two time constants, τ and τL, and two temperature values, T0 and ΔT0, are the essential parameters to obtain a reliable agreement between the mathematical model and the experimental results.

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Asadi, Houshyar, Shady Mohamed, Chee Peng Lim, Saeid Nahavandi, and Eugene Nalivaiko. "Semicircular canal modeling in human perception." Reviews in the Neurosciences 28, no. 5 (July 26, 2017): 537–49. http://dx.doi.org/10.1515/revneuro-2016-0058.

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AbstractThe human vestibular system is a sensory and equilibrium system that manages and controls the human sense of balance and movement. It is the main sensor humans use to perceive rotational and linear motions. Determining an accurate mathematical model of the human vestibular system is significant for research pertaining to motion perception, as the quality and effectiveness of the motion cueing algorithm (MCA) directly depends on the mathematical model used in its design. This paper describes the history and analyses the development process of mathematical semicircular canal models. The aim of this review is to determine the most consistent and reliable mathematical semicircular canal models that agree with experimental results and theoretical analyses, and offer reliable approximations for the semicircular canal functions based on the existing studies. Selecting and formulating accurate mathematical models of semicircular canals are essential for implementation into the MCA and for ensuring effective human motion perception modeling.

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Montague, Marjorie. "Student Perception, Mathematical Problem Solving, and Learning Disabilities." Remedial and Special Education 18, no. 1 (January 1997): 46–53. http://dx.doi.org/10.1177/074193259701800108.

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The purpose of this article is to discuss student perception of mathematical problem solving. Findings from five studies measuring attitude toward mathematics, perception of performance, perception of the importance of mathematical problem solving, and perception of problem difficulty are presented and discussed. Additionally, the interaction of affect and cognition and the implications of this interaction for assessing and teaching mathematical problem solving to students with learning disabilities are discussed.

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Levine, Alex. "Conjoining Mathematical Empiricism with Mathematical Realism: Maddy’s Account of Set Perception Revisited." Synthese 145, no. 3 (July 2005): 425–48. http://dx.doi.org/10.1007/s11229-005-6202-5.

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Агаханов, Н., and N. Agahanov. "Mathematical Abilities in the Research of Foreign and Domestic Scientists." Profession-Oriented School 6, no. 4 (September 26, 2018): 3–10. http://dx.doi.org/10.12737/article_5b9a1960648853.29583309.

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In the article, on the basis of a wide range of studies, the views of foreign and domestic scientists on the specifi cs of mathematical abilities are presented, a comparative analysis of approaches is given and their structure is described. The most important cognitive characteristics of mathematically gifted students are described: the ability to memorize mathematical information, the ability to build and use mathematical structures, the ability to reverse the direction of thought, the ability to capture complex structures and work with them, the ability to build and use mathematical analogies, mathematical sensitivity and mathematical creativity. The most frequently encountered problems of mathematically gifted students are indicated: asynchronous development, problems of socialization, as well as problems with self-learning. The main features of mathematical abilities are generalized: the ability to generalize; logical and formalized thinking; fl exibility and depth, systematic, rational and reasoned reasoning; mathematical perception and memory.

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Plerou, Antonia, and Panagiotis Vlamos. "Neurofeedback Training Effect in Cognition and Mathematical Perception." Iore Journal of Bioinformatics and Computational Biology 1, no. 1 (November 28, 2016): 01–08. http://dx.doi.org/10.21770/0907-3004.004.

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Lee, Heisook, Sun Hee Min, and Min Kyeong Kim. "Prospective Elementary School Teachers' Perception on Mathematical Creativity." Mathematical Education 51, no. 4 (November 30, 2012): 337–49. http://dx.doi.org/10.7468/mathedu.2012.51.4.337.

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Ramsay, Gordon. "Mathematical Evidence For Motor Theories of Speech Perception." Journal of the Acoustical Society of America 123, no. 5 (May 2008): 3179. http://dx.doi.org/10.1121/1.2933275.

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Ward, Lawrence M. "On catching form perception in a mathematical box." Canadian Journal of Psychology/Revue canadienne de psychologie 40, no. 1 (1986): 77–81. http://dx.doi.org/10.1037/h0084943.

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Holly, Jan E., and Gin McCollum. "Constructive perception of self-motion." Journal of Vestibular Research 18, no. 5-6 (April 1, 2009): 249–66. http://dx.doi.org/10.3233/ves-2008-185-602.

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This review focusses attention on a ragged edge of our knowledge of self-motion perception, where understanding ends but there are experimental results to indicate that present approaches to analysis are inadequate. Although self-motion perception displays processes of "top-down" construction, it is typically analyzed as if it is nothing more than a deformation of the stimulus, using a "bottom-up" and input/output approach beginning with the transduction of the stimulus. Analysis often focusses on the extent to which passive transduction of the movement stimulus is accurate. Some perceptual processes that deform or transform the stimulus arise from the way known properties of sensory receptors contribute to perceptual accuracy or inaccuracy. However, further constructive processes in self-motion perception that involve discrete transformations are not well understood. We introduce constructive perception with a linguistic example which displays familiar discrete properties, then look closely at self-motion perception. Examples of self-motion perception begin with cases in which constructive processes transform particular properties of the stimulus. These transformations allow the nervous system to compose whole percepts of movement; that is, self-motion perception acts at a whole-movement level of analysis, rather than passively transducing individual cues. These whole-movement percepts may be paradoxical. In addition, a single stimulus may give rise to multiple perceptions. After reviewing self-motion perception studies, we discuss research methods for delineating principles of the constructed perception of self-motion. The habit of viewing self-motion illusions only as continuous deformations of the stimulus may be blinding the field to other perceptual phenomena, including those best characterized using the mathematics of discrete transformations or mathematical relationships relating sensory modalities in novel, sometimes discrete ways. Analysis of experiments such as these is required to mathematically formalize elements of self-motion perception, the transformations they may undergo, consistency principles, and logical structure underlying multiplicity of perceptions. Such analysis will lead to perceptual rules analogous to those recognized in visual perception.

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Alshaya, Fahad S. "Students’ Difficulties in Solving Physics Problems in Introductory College PhysicsCourses at King Saud University." Journal of Educational and Psychological Studies [JEPS] 8, no. 2 (March 1, 2014): 272–89. http://dx.doi.org/10.53543/jeps.vol8iss2pp272-289.

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The purpose of this study was to identify the difficulties facing students in introductory college physics courses at King Saud University in solving physics problems, by exploring faculty members' perceptions of these difficulties, and through analyzing students' answers to physics problems in final exams. The study mainly focused on four themes of difficulties, including: the problems verbal context, physics laws, mathematical skills and graphs or diagrams. The study also sought to learn about faculty's perception towards the degree of influence of the proposed solutions. The study sample consisted of 27 physics faculty members, in addition to 391 students. The study showed consistency between the faculty members' perception towards the difficulties of solving problems and the analysis of student answers in final exams. The difficulties related to the verbal context were the most common among students, whereas difficulties related to mathematical skills were the least common. In addition, the results revealed that there were also difficulties related to physical laws, and knowledge of graphs or diagrams. The findings showed that the perceptions of faculty members towards proposed solutions as being as a “high effect”on fourteen suggested techniques, while their perception towards the rest of the techniques were as “medium effect”. Finally, their perception towards only one technique was being of “low effect".

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Alshaya, Fahad S. "Students’ Difficulties in Solving Physics Problems in Introductory College PhysicsCourses at King Saud University." Journal of Educational and Psychological Studies [JEPS] 8, no. 2 (March 1, 2014): 272. http://dx.doi.org/10.24200/jeps.vol8iss2pp272-289.

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The purpose of this study was to identify the difficulties facing students in introductory college physics courses at King Saud University in solving physics problems, by exploring faculty members' perceptions of these difficulties, and through analyzing students' answers to physics problems in final exams. The study mainly focused on four themes of difficulties, including: the problems verbal context, physics laws, mathematical skills and graphs or diagrams. The study also sought to learn about faculty's perception towards the degree of influence of the proposed solutions. The study sample consisted of 27 physics faculty members, in addition to 391 students. The study showed consistency between the faculty members' perception towards the difficulties of solving problems and the analysis of student answers in final exams. The difficulties related to the verbal context were the most common among students, whereas difficulties related to mathematical skills were the least common. In addition, the results revealed that there were also difficulties related to physical laws, and knowledge of graphs or diagrams. The findings showed that the perceptions of faculty members towards proposed solutions as being as a “high effect”on fourteen suggested techniques, while their perception towards the rest of the techniques were as “medium effect”. Finally, their perception towards only one technique was being of “low effect".

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Matitaputty, Christi. "PERSEPSI MAHASISWA DALAM MEMVALIDASI BUKTI MATEMATIS." Jurnal Magister Pendidikan Matematika (JUMADIKA) 2, no. 2 (September 28, 2020): 60–65. http://dx.doi.org/10.30598/jumadikavol2iss2year2020page60-65.

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This study aims to describe the perceptions of prospective students in the first year in validating mathematical proof. This student's perception is discussed based on the answers given to the proof of a theorem. This research is a qualitative research. The subjects in this study were three students from the second semester mathematics education study program at a university in East Java. Research subjects were chosen deliberately with the following considerations: prospective teacher students who use examples in making mathematical proof and good communication skills make research can facilitate students' perceptions in writing mathematical proof. The results showed that students had perceptions about who gave several examples so that the proof was called valid, one example of denying it could prove it was invalid and using formal proof that proved it could be proven valid

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Aliev, Rafik A., and Oleg H. Huseynov. "Fuzzy Geometry-Based Decision Making with Unprecisiated Visual Information." International Journal of Information Technology & Decision Making 13, no. 05 (September 2014): 1051–73. http://dx.doi.org/10.1142/s0219622014500709.

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Decision making is conditioned by relevant information. This information very seldom has reliable numerical representation. Usually, decision-relevant information is perception-based. A question arises of how to proceed from perception-based information to a corresponding mathematical formalism. When perception-based information is expressed in natural language, the fuzzy set theory can be used as a corresponding mathematical formalism for decision analysis. However, perception-based decision-relevant information is not always sufficiently clear to be modeled by means of membership functions. In contrast, it remains at a level of some cloud images which are difficult to be caught by words. This imperfect information caught in perceptions cannot be precisiated by numbers or fuzzy sets and is referred to as unprecisiated information. Humans are able to make decisions based on unprecisiated visual perceptions. Modeling of this outstanding capability, even to some limited extent, becomes a difficult yet a highly promising research area. In this study, we use fuzzy geometry and the extended fuzzy logic to cope with uncertain situations coming with unprecisiated information. In this approach, the objects of computation and reasoning are geometric primitives which model human perceptions when the latter cannot be defined in terms of membership functions. For this aim, the fuzzified axioms of the incidence geometry are used. An approach to decision making with outcomes and probabilities described by geometrical primitives is developed. Examples of application of the approach to decision making on a short term investment decision and marketing decision are given. The obtained results prove the validity of the suggested approach.

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Astuti, Ririn Novia, Subanji Subanji, and Rustanto Rahardi. "Identitas matematis: Studi kasus pada siswa dyscalculia." Jurnal Kajian Pembelajaran Matematika 6, no. 1 (April 6, 2022): 11. http://dx.doi.org/10.17977/um076v6i12022p11-21.

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This study aims to describe mathematical identity of dyscalculia student’s. The research method used descriptive qualitative with study case strategy. The research was conducted in SMP Negeri 18 Kota Malang. The subject of this study was a dyscalculia student who was 13 years old. Dyscalculia students were chosen as research subjects because these students were more open than other dyscalculia students. The results of the analysis are (1) mathematical identity regarding self-perception of mathematical competence that not all students who experience dyscalculia have a negative perception of mathematical competence because student worksheets can still state that they enjoy, like and do not feel bored when learning mathematics in special inclusive classes (2) mathematical identity regarding self-perception of mathematical participation are not yet independent in doing math assignments, teachers or parents always helping when studying, lack of motivation from friends, always re-recording material, and dare to ask others so they don't make mistakes and (3) Mathematical identity regarding self-perception of commitment and ambition to succeed in mathematics, are not afraid of failure, less persistent in completing exams, difficult to take the initiative to find new things, not afraid to ask questions and ask for help and less work hard in exams.

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Leonavičienė, Teresė, and Olga Suboč. "Peculiarity of perception of mathematical disciplines by future engineers." Pedagogika 113, no. 1 (March 5, 2014): 159–69. http://dx.doi.org/10.15823/p.2014.1759.

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Mathematical disciplines are a part of all engineering study programmes. Their teaching specifics depends on programme, and modules of subjects are continuously improved and modified. However, reprezentation of material, proposed in programme, its perception by students,aspects of independent work are very relevant.Seeking to improve quality of studies of mathematical disciplines and motivate students to interest in them we performed research on perception of mathematical disciplines. The main goal of this research was to detect pecularity of perception of mathematical disciplines by future engineers, and to correct teaching methodics dependently on received results. Also we were seeking to reveal opinion of students on studied disciplines, to observe dominant tendences, motivate students‘ interest on studied discipline.To accomplish the research, we proposed students special sets of tasks with different representation of information and organized questionings. Results were processed using program package SPSS 16.Pecularity of perception of mathematical disciplines was investigated in Vilnius Gediminas Technical University, Faculty of Fundamental Sciences. In this investigation took part 98 secondgrade students of technical specialities, batchelor studies. Pecularity of perception was investigated during disciplines of differential equations and discrete mathematics.The main results and conclusions:1. During the semester students pay little attention to tests, that are not estimated by a mark. Average mark is between 4 and 5, i.e. in many cases knowledge of students is unsafisfactoriled or poor.2. Students of engineering informatics study programme better understood tasks with applications of mathematics (tasks on physics, modelling of real life processes and so on) and readily are searching for methods of solution. Students like to solve such tasks during practical lectures. However, these tasks are interesting, but require a wider viewpoint on studied discipline, so during evaluated tests these tasks are rarelly choosed.3. During evaluated tests students are inclined to choose „standard“ tasks, since they think that they will be guaranteed to get higher marks.4. Marks during the semester are little changing and correlate with evaluation of final exam.5. To prepare for mathematical disciplines, students generally invoke lectures‘ syllabuses, electronical study media and computer manuals.6. Considering the results of research we recommend in study programms of mathematical disciplines to give more attention to the applied nature of the tasks, to graphic illustration of data and results.

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Titiev, Robert J. "Finiteness, Perception, and Two Contrasting Cases of Mathematical Idealization." Journal of Philosophical Research 23 (1998): 81–94. http://dx.doi.org/10.5840/jpr_1998_13.

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Siregar, Rosliana, and Muhammad Daut Siagian. "Mathematical connection ability: teacher’s perception and experience in learning." Journal of Physics: Conference Series 1315 (October 2019): 012041. http://dx.doi.org/10.1088/1742-6596/1315/1/012041.

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Novianti, M., and H. Retnawati. "Student-teacher’s perception of mathematical representation in mathematics learning." Journal of Physics: Conference Series 1320 (October 2019): 012106. http://dx.doi.org/10.1088/1742-6596/1320/1/012106.

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Styugin, Mikhail A., and Alexey A. Kytmanov. "Mathematical Modeling of User Perception in Information Security Systems." Journal of Siberian Federal University. Mathematics & Physics 8, no. 4 (December 2015): 454–66. http://dx.doi.org/10.17516/1997-1397-2015-8-4-454-466.

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Anobile, G., G. Guerrini, D. C. Burr, M. Monti, B. Del Lucchese, and G. M. Cicchini. "Spontaneous perception of numerosity in pre-school children." Proceedings of the Royal Society B: Biological Sciences 286, no. 1906 (July 10, 2019): 20191245. http://dx.doi.org/10.1098/rspb.2019.1245.

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There is strong evidence that humans can make rough estimates of the numerosity of a set of items, almost from birth. However, as numerosity covaries with many non-numerical variables, the idea of a direct number sense has been challenged. Here we applied two different psychophysical paradigms to demonstrate the spontaneous perception of numerosity in a cohort of young pre-school children. The results of both tasks showed that even at that early developmental stage, humans spontaneously base the perceptual choice on numerosity, rather than on area or density. Precision in one of these tasks predicted mathematical abilities. The results reinforce strongly the idea of a primary number sense and provide further evidence linking mathematical skills to the sensory precision of the spontaneous number sense, rather than to mechanisms involved in handling explicit numerosity judgements or extensive exposure to mathematical teaching.

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Katrancı, Yasemin, and Sare Şengül. "The relationship between mathematical literacy and visual math literacy self-efficacy perceptions of middle school students." Pegem Eğitim ve Öğretim Dergisi 9, no. 4 (September 26, 2019): 1113–38. http://dx.doi.org/10.14527/pegegog.2019.036.

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In this study, the levels of mathematical literacy and visual math literacy self-efficacy perceptions of middle school students and the relationship between them were investigated. For this aim, the study was desgined as a correlational research model. The study group was determined according to convenience sampling. 328 middle school students (5th, 6th, 7th, and 8th graders) participated in this study with this sampling. In order to collect data, first, “Mathematical Literacy Scale” was developed. It was seen that the scale has just one dimension according to the exploratory factor analysis. It was found that the ratio χ2/df of the scale was found as 2.16 according to confirmatory factor analysis. This value showed that the scale indicates perfect fit. Besides, “A Visual Math Literacy Self-Efficacy Perception Scale” was used in order to measure the visual math literacy self-efficacy perceptions of middle school students. As a result, it was determined that middle school students’ mathematical literacy levels and their visual math literacy self-efficacy perceptions’ level are high. It was found that there is a high positive significant relationship between middle school students’ mathematical literacy and their visual math literacy self-efficacy perceptions.

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Staribratov, Ivaylo, and Nikol Manolova. "Application of Mathematical Models in Graphic Design." Mathematics and Informatics LXV, no. 1 (February 28, 2022): 72–81. http://dx.doi.org/10.53656/math2022-1-5-app.

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The article shares the practical experience in creating graphic design in the implementation of projects in the field of applied information technology. The creation of digital art is largely based on mathematical models and concepts that give a good perception of graphics, and it is scientifically justified. The STEAM approach is considered with the idea of the transdisciplinary level of integration between mathematics, graphic design and production practice in student education. For the development of projects like logo design, magazine cover and others, we use software specialized in the field of graphic design and computer graphics. For the realization of the considered projects, among which there are also awarded ones, we use CorelDRAW, Adobe InDesign and Desmos.

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Mahmudi, Ali, and Bagus Ardi Saputro. "ANALISIS PENGARUH DISPOSISI MATEMATIS, KEMAMPUAN BERPIKIR KREATIF, DAN PERSEPSI PADA KREATIVITAS TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS." Mosharafa: Jurnal Pendidikan Matematika 5, no. 3 (August 23, 2018): 205–12. http://dx.doi.org/10.31980/mosharafa.v5i3.276.

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AbstrakPenelitian ini bertujuan untuk menguji pengaruh persepsi pada kreativitas terhadap kemampuan berpikir kreatif; pengaruh disposisi matematis dan kemampuan berpikir kreatif terhadap kemampuan pemecahan masalah matematis. Metode statistika yang digunakan adalah analisis jalur. Hasil pengujian menunjukkan bahwa terdapat pengaruh yang signifikan dari persepsi pada kreativitas terhadap kemampuan berpikir kreatif; terdapat pengaruh yang signifikan dari kemampuan berpikir kreatif dan disposisi matematis terhadap kemampuan pemecahan masalah matematis; terdapat pengaruh tidak langsung dari persepsi pada kreativitas terhadap kemampuan pemecahan masalah matematis.AbstractThis study aimed to examine the effect on the perception of creativity to the creative thinking abilities; the effect of the disposition of mathematical and creative thinking abilities to mathematical problem solving ability. Statistical method used is path analysis. The test results indicate that there is significant influence of perception on the creativity of the creative thinking abilities; significant influence on the ability to think creatively and mathematical disposition towards mathematical problem solving ability; There are no direct influence on the perception of the creativity of the mathematical problem solving ability.

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Popova, Yu A., D. T. Zaripova, I. S. Shashkina, and N. S. Rakovets. "PRINCIPLES PERCEPTION OF DESIGN PRODUCTS." Vestnik of M. Kozybayev North Kazakhstan University, no. 3 (52) (April 25, 2022): 148–53. http://dx.doi.org/10.54596/2309-6977-2021-3-148-153.

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The paper considers the psychological and geometric principles of creating a composition as a tool for analyzing and organizing form. One of the frequently used principles for organizing spatial composition is the gelstatt theory, both in the perception of form and in the combination of its individual parts. The article describes the theoretical foundations of the mathematical and psychological principles of the organization of the compositional space.

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Popova, Yu A., D. T. Zaripova, I. S. Shashkina, and N. S. Rakovets. "PRINCIPLES PERCEPTION OF DESIGN PRODUCTS." Vestnik of M. Kozybayev North Kazakhstan University, no. 3 (52) (April 25, 2022): 148–53. http://dx.doi.org/10.54596/2309-6977-2021-3-148-153.

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The paper considers the psychological and geometric principles of creating a composition as a tool for analyzing and organizing form. One of the frequently used principles for organizing spatial composition is the gelstatt theory, both in the perception of form and in the combination of its individual parts. The article describes the theoretical foundations of the mathematical and psychological principles of the organization of the compositional space.

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Leman, Marc. "A Model of Retroactive Tone-Center Perception." Music Perception 12, no. 4 (1995): 439–71. http://dx.doi.org/10.2307/40285676.

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In this paper, a model for tone-center perception is developed. It is based on an auditory model and principles of schema dynamics such as self-organization and association. The auditory module simulates virtual-pitch perception by transforming musical signals into auditory images. The schema- based module involves data-driven long-term learning for the self-organization of a schema for tone-center perception. The focus of this paper is on a retroactive process (called perceptual interpretation) by which the sense of tone center is adjusted according to a reconsideration of preceding perceptions in view of new contextual evidence within the schema. To this purpose, a metaphor is introduced, in which perceptual interpretation is described as the movement of a snaillike object in an attractor space. Additionally, the mathematical details of the model are presented, and the results of computer simulations are discussed.

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Nurilla, Jihan, and Susanah Susanah. "High School Students’ Generalization Viewed from Logical-Mathematical Intelligence." MATHEdunesa 11, no. 1 (January 19, 2022): 111–20. http://dx.doi.org/10.26740/mathedunesa.v11n1.p111-127.

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Generalization is an important element in understanding, recognizing, and examining mathematical situations. Students' generalization processes can be analyzed according to Mason's four stages of the generalization process, including the perception, expression, symbolic expression, and manipulation of generality. One of the things that may cause differences in students' generalization processes is logical-mathematical intelligence. This research aims to describe high school students' generalization processes in terms of logical-mathematical intelligence. This research is using a descriptive qualitative method. The subjects of this study consisted of 3 high school students in Surabaya with high, moderate, and low logical-mathematical intelligence. The data is obtained from the Logical-Mathematical Intelligence Questionnaire and Generalization Task. The material used in the Generalization Task is curved-face solid. The results of this study indicate that the student with low logical-mathematical intelligence has reached the stage of identifying patterns or regularity in the given information, but the student doesn't use those patterns to determine the next term. In other words, the student with low logical-mathematical intelligence has only reached the stage of perception of generality. The student with moderate logical-mathematical intelligence has reached the stage of identifying patterns or regularity in the given information and using those patterns to determine the next term but the student doesn’t reach the stage of formulating the general formula of the pattern that has been found. In other words, the student with moderate logical-mathematical intelligence has only reached the stage of perception and expression of generality. The student with high logical-mathematical intelligence has reached the stage of identifying patterns or regularity and used those patterns to determine the next term. In addition, the student with high logical-mathematical intelligence also reaches the stage of formulating general formulas of patterns that have been found and using the general formula to solve the given problem In other words, the student with high logical-mathematical intelligence has reached all the stages which is perception, expression, symbolic expression, and manipulation of generality.

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Eshbaev, Ulbosin, Akbarjon Nishonov, and Aziz Saodatov. "Development of mathematical models of print quality by Box-Wilson." E3S Web of Conferences 304 (2021): 03023. http://dx.doi.org/10.1051/e3sconf/202130403023.

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The transfer coefficient of ink to the printed material was determined by comparing the mass of the printed material before and after printing. The specifics of the interaction of the printed surface with the surface of the paint layer and the influence of technological factors on the graphic distortion of the image when printing on paper also affect the gradation characteristic of the image. This article states about static modeling, preliminary analysis of the color perception of offset printing on papers including synthetic polymers. On the basis of the model of color perception obtained as a result of research in offset printing on printed materials, the optimal choice is developed, which allows to make an objective assessment and predict the color perception of the printed materials.

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Gastelum-Strozzi, Alfonso, Claudia Infante-Castañeda, Juan Guillermo Figueroa-Perea, and Ingris Peláez-Ballestas. "Heterogeneity of COVID-19 Risk Perception: A Socio-Mathematical Model." International Journal of Environmental Research and Public Health 18, no. 21 (October 20, 2021): 11007. http://dx.doi.org/10.3390/ijerph182111007.

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The perception of risk has been a key element in the experiences, containment and differential impact of the COVID-19 pandemic worldwide. The complexity of this phenomenon requires the interdisciplinary integration of theoretical and methodological aspects, as this integration informs the objective of developing a mathematical proposal based on a conceptual model located within the social theory of risk at the micro-social level. The mathematical risk model used here was developed from a secondary analysis of a study of 12,649 individuals on the experiences of the COVID-19 pandemic in a population in which the quantity and quality of the information made it possible to define a risk factor and its relationship to emotions and the sources of information used. Four sequential strategies were used to construct the model: choosing the variables for the questionnaire that theoretically corresponded to the conceptual model, constructing the risk vector and initial grouping of individuals by perception of risk, modeling by using principal component analysis and applying network methods. The theoretical model of risk, proposed and constructed through the analysis of groupings by quartiles and by networks in the studied population from a social and mathematical perspective, demonstrates the heterogeneity of risk perception as manifested by differences in perception by age, gender, expression of feelings and media consulted in a university community. The knowledge and methodology generated in these analyses contribute to the body of knowledge informing the response to future epidemiological contingencies.

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OHKURA, Michiko, Taro MAEDA, and Susumu TACHI. "Mathematical Model for Space Perception to Explain Auditory Horopter Curves." Transactions of the Society of Instrument and Control Engineers 34, no. 10 (1998): 1472–77. http://dx.doi.org/10.9746/sicetr1965.34.1472.

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Rohaeti, Euis Eti, and Dadang Koswara. "Mathematical critical thinking and resiliency: Experiment of grade-7 students using scientific approah." Jurnal Riset Pendidikan Matematika 5, no. 2 (November 22, 2018): 223–32. http://dx.doi.org/10.21831/jrpm.v5i2.17322.

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The purpose of this study was to describe the role of scientific approach on students’ mathematical critical thinking and resiliency. This study wass a pre test-post test experimental control group design and involves 66 seventh grade students as sample. Data collection was conducted by a mathematical critical thinking test, a mathematical resiliency questionnaire, and a perception on scientific approach questionnaire. Data analysis was conducted using descriptive and inferential analysis. The study found that on mathematical critical thinking ability, students getting treatment by scientific approach attained better than students taught by conventional teaching, but both groups were still at low level. On mathematical resiliency, there was no different between students on both teaching approaches, and those groups were at medium level. The other findings, there was no association between mathematical critical thinking ability and mathematical resiliency, and students performed high perception toward scientific approach.

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Vu, Quoc-Chung, Dieu-Thuy Thi Pham, and Duy-Cuong Le. "Correlations among Perception, Emotion and Behavior in Sustainable Development of Mathematical Creativity Competency of Primary School Students in Vietnam." Journal of Educational and Social Research 12, no. 1 (January 3, 2022): 282. http://dx.doi.org/10.36941/jesr-2022-0023.

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Vietnam is currently in the process of renovating the general educational curriculum, shifting from a content-based to a competency-based approach, with mathematical creativity as one of the core competencies. This paper aims to determine the correlations of perception, emotion, and behavior in sustainable development of mathematical creativity for primary school students in Vietnam. Analysis of 5th graders’ survey results in different regions in Vietnam (N = 903) shows that perception and emotion are highly correlated with the p-value Sig. (2-tailed) = 0.000 (<0.01); emotion and behavior are also correlated positively with the p-value Sig. (2-tailed) < 0.01, while perception and behavior also have a positive correlation with the p-value Sig. < 0.01. From the analysis, there are positive correlations of perception, emotion, and behavior, in which the role of emotion has the strongest effect on the process of teaching mathematical creativity for Vietnamese primary school students. At the same time, the analysis results show that there is no vast difference between students’ perception, emotion, and behavior amongst the urban, plain, and mountainous areas in Vietnam. The paper affirms the necessity to discover and strengthen students’ mathematical creativity from the primary school levels to equip human resources with essential competencies to face future obstacles in achieving sustainable development. Received: 19 October 2021 / Accepted: 7 December 2021 / Published: 3 January 2022

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Lu, Yun, Francis J. Vasko, Trevor J. Drummond, and Lisa E. Vasko. "Probability and Perception: The Representativeness Heuristic in Action." Mathematics Teacher 108, no. 2 (September 2014): 126–31. http://dx.doi.org/10.5951/mathteacher.108.2.0126.

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Hirsch, Herb L., and Cathleen M. Moore. "Simulating Light Source Motion in Single Images for Enhanced Perceptual Object Detection." Journal of Defense Modeling and Simulation: Applications, Methodology, Technology 9, no. 3 (February 22, 2012): 269–78. http://dx.doi.org/10.1177/1548512911431814.

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The SIPHER technique uses mathematically-uncomplicated processing to impart interesting effects upon a static image. Importantly, it renders certain areas of an image more perceptible than others, and draws a human observer’s attention to particular objects or portions of an image scene. By varying coefficients of the processing in a time-ordered sequence, we can create a multi-frame video wherein the frame-to-frame temporal dynamics further enhance human perception of image objects. In this article we first explain the mathematical formulations and present results from applying SIPHER to simple three-dimensional shapes. Then we explore SIPHER’s utility in enhancing visual perception of targets or objects of military interest, in imagery with some typical backgrounds. We also explore how and why these effects enhance human visual perception of the image objects.

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Rahmawati, Rina Dyah, Siti Irene Astuti Dwiningrum, and Fredy Fredy. "Determinants of Self Efficacy in Mathematical Communication Elementary School Students." AL-ISHLAH: Jurnal Pendidikan 14, no. 3 (August 15, 2022): 3693–704. http://dx.doi.org/10.35445/alishlah.v14i3.1827.

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The tendency of cognitive formal mathematics learning brings some students into the perception that mathematics tends to be cognitive. Meanwhile, there is another perception that states that students enjoy learning mathematics. It is related to students' self-efficacy in students' mathematical processes, especially mathematical communication. The study aims to explain the determination of self-efficacy in mathematical communication. The research method used is a literature study from 2010 to 2021. Data obtained from databases include ScienceDirect, ProQuest, Google Scholar, and Wiley Online with the keywords self-efficacy, mathematics self-efficacy, mathematics communication, primary school learning. This literature study found 39 articles that matched the inclusion and exclusion criteria. From the review of the article, it is known that there are: (1) the role of mathematical communication in solving elementary school mathematics problems, (2) there is a relationship between self-efficacy and mathematical communication, and (3) there are factors that influence self-efficacy in mathematical communication. Conclusion: There is a determinant of self-efficacy in students' mathematical communication, namely student creativity and high initial ability, in the form of previous mathematics learning experiences.

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Zelenikin, Aleksandr Y. "Psychological Analysis of Mathematical Text (Grade 6) Using the Laws of Perception According to M. Wertheimer." Volga Region Pedagogical Search 1, no. 39 (2022): 28–34. http://dx.doi.org/10.33065/2307-1052-2022-1-39-28-34.

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The article provides a structural psychological analysis of the correspondence between the structure of two mathematical text (grade 6, by Vilenkin and Zubareva). There were regarded the psychological laws of perception according to M.Wertheimer. The article provides the passage about Rational numbers for a mathematics textbook. The author provides the maximum number of the effects and factors of perception of the educational and scientific text. The purpose of this article is to analyze the school mathematical texts using psychology instruments, to identify the advantages and disadvantages of understanding and perceiving the material. The objectives of the article are the application of methods for analyzing the content, forms and language of presentation of a mathematical educational and scientific text, comparing the results obtained and suggesting an “ideal” one for adequate perception of information by a secondary school student as a subject of his own cognitive reality.

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Beltaos, L. "A critique of Brookes' logarithmic 'law'." Journal of Information Science 11, no. 3 (September 1985): 109–12. http://dx.doi.org/10.1177/016555158501100302.

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An examination of Brookes' mathematical expression of his logarithmic 'law' yields inconsistencies and mathematical er rors. Brookes' 'tunnel' model of perception incorrectly repre sents perception of physical distance. Brookes' 'affinity' with Shannon is shown to be nonexistent. The most significant result is that Brookes' logarithmic 'law' applies to only one communication system which has properties as defined and assumed by Brookes and can not be generalized to any com munication system with properties different from the Brookes' system.

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Vorona, D. A., D. S. Kobzar, H. V. Letiaho, O. V. Matvienko, V. G. Chernusky, O. L. Govalenkova, V. L. Kashina-Yarmak, S. R. Tolmachova, and O. V. Shurinova. "Distance/mixed education: features of perception of student youth." PROBLEMS OF UNINTERRUPTED MEDICAL TRAINING AND SCIENCE 43, no. 3-4 (December 2021): 16–22. http://dx.doi.org/10.31071/promedosvity2021.03-04.016.

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The aim of the study is to determine the attitude of higher education students of medical and physical and mathematical profile to distance / mixed learning (DL/ML) and its impact on their academic success. An anonymous online survey of 799 students (medical and physical and mathematical profile of study). The issues concerned various aspects of the organization of DL/ML. The obtained data were processed in IBM SPSS Statistics 22. It was found that half of medical and physical and mathematical students are positive about the use of DL/ML in the future (52.19%). One third of the respondents strongly oppose the continuation of distance education (34.79%). Moreover, students of physics and mathematics more often (p<0.05) determined the absence of differences between these forms and were more likely to return to the classical system of education. Applicants for physics and mathematics noted that virtual laboratory work is possible in the future (p<0.05). Medical students were more in favor of online knowledge control (p<0.01). Almost 70% of students in both groups noted that during DL/ML there was more free time, 1/3 of students affirm that their academic performance has improved and in general DL/ML did not affect on the desire to study, and a quarter of respondents noted that they used a part of free time at DL/ML for self-study, attending numerous scientific forums. According to the results of the survey, 80% of both groups had free time due to the exclusion of travel time. The study also showed that the effectiveness of training in a third of respondents was negatively affected by lack of factual information, lack of communication with classmates and teachers, and insufficient concentration, especially in the group of physical and mathematical profiles of study (p<0.05).

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Journal articles on the topic 'Mathematical perception'

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