Dissertations / Theses on the topic 'Mathematical'
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Magal, Oran. "What is mathematical about mathematics?" Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=119516.
Full textÀ une période cruciale de la formation des mathématiques pures modernes, Georg Cantor déclara que « l'essence des mathématiques, c'est la liberté ». De même, David Hilbert, dont l'oeuvre sur l'axiomatisation de la géométrie fut une étape charnière de l'élaboration des mathématiques modernes, soutenait que nous sommes libres d'interpréter les axiomes d'une théorie mathématique comme se rapportant à tout objet qui leur est conforme, indépendemment des idés préconçues, de ce qui semble intuitivement vrai et des applications scientifiques habituelles de la théorie en question. L'emphase que mettent Cantor et Hilbert sur l'indépendance des mathématiques pures des conceptions philosophiques préalables et des applications empiriques suscite la question: sur quoi, au fond, portent les mathématiques?Dans cette dissertation, je soutiens qu'une certaine forme d'abstraction structurelle, que je décris en détail, est essentielle aux mathématiques; de plus, je maintiens qu'à la base de cette abstraction sont la combinaison et la manipulation de symboles. En même temps, j'estime qu'au coeur des mathématiques est aussi un certain type de réflexion conceptuelle et qu'il existe un sens dans lequel les mathématiques sont un ensemble de vérités en vertu de la signification de leurs concepts. Je conclue qu'une intéraction continue entre le contenu intuitif d'un côté et l'abstraction ou l'idéalisation de l'autre joue un rôle important dans le développement des mathématiques axiomatiques modernes. J'avance ces arguments sur la base d'une analyse de travaux tant historiques que contemporains.
Gordon, Calvert Lynn Melanie. "Mathematical conversations within the practice of mathematics." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0027/NQ39532.pdf.
Full textNewing, A. "Mathematical recreations as a source of new mathematics." Thesis, University of Bristol, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.355096.
Full textWilensky, Uriel Joseph. "Connected mathematics : builiding concrete relationships with mathematical knowledge." Thesis, Massachusetts Institute of Technology, 1993. http://hdl.handle.net/1721.1/29066.
Full textGates, Miriam Rebecca Galpin. "Mathematics Teacher Educators’ Visions for Mathematical Inquiry in Equitable Mathematics Spaces:." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108775.
Full textIn mathematics education, there is an imperative for more just and equitable experiences in mathematics spaces, as well as ongoing efforts to move classroom instruction toward mathematical inquiry. While Mathematics Teacher Educators (MTEs) are expected to support multiple initiatives in mathematics education, they are particularly responsible for the professional learning of teachers and teacher candidates. MTEs must therefore prepare and support the professional learning of teachers to achieve twin goals. This study was designed to understand how MTEs envision their roles in supporting development of teachers across MTEs’ many professional functions in their work toward the twin goals of equity and inquiry. The findings suggest that identifying the forms mathematical knowledge takes is important for mathematical inquiry and that interrogating these forms can be used to counter pervasive social myths about who can do mathematics. Further, MTEs articulated three interrelated values for application of mathematics inquiry teaching for justice and equity: creating space, supporting sense-making, and naming how power and privilege have operated and continue to operate in mathematics spaces. Finally, MTEs described how mathematics inquiry practices are a mode for understanding the world and can be used to promote equity by uncovering biases and assumptions. These findings suggest a promising avenue for leveraging mathematical inquiry to increase equitable outcomes in mathematics spaces
Thesis (PhD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
Szabo, Attila. "Mathematical abilities and mathematical memory during problem solving and some aspects of mathematics education for gifted pupils." Doctoral thesis, Stockholms universitet, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-146542.
Full textAt the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 4: In press.
Bergman, Ärlebäck Jonas. "Mathematical modelling in upper secondary mathematics education in Sweden." Doctoral thesis, Linköpings universitet, Tillämpad matematik, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-54318.
Full textHoldaway, Emma Lynn. "Mathematical Identities of Students with Mathematics Learning Dis/abilities." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8536.
Full textShabel, Lisa A. "Mathematics in Kant's critical philosophy : reflections on mathematical practice /." New York : Routledge, 2003. http://catalogue.bnf.fr/ark:/12148/cb38959242q.
Full textPiatek-Jimenez, Katrina L. "Undergraduate mathematics students' understanding of mathematical statements and proofs." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280643.
Full textRodd, Mary Melissa. "Mathematical warrants, objects and actions in higher school mathematics." Thesis, Open University, 1998. http://oro.open.ac.uk/54372/.
Full textSegarra, Escandón Jaime Rodrigo. "Pre-service teachers' mathematics teaching beliefs and mathematical content knowledge." Doctoral thesis, Universitat Rovira i Virgili, 2021. http://hdl.handle.net/10803/671686.
Full textEl estudio del conocimiento matemático y las creencias de la eficacia de la enseñanza de las matemáticas en la formación inicial de los futuros maestros es fundamental, ya que influye en el rendimiento académico de los estudiantes. El objetivo de esta tesis es estudiar tanto el conocimiento matemático inicial de los futuros maestros como sus creencias sobre la eficacia matemática y su actitud hacia las matemáticas. Para cumplir con el objetivo se realiza varias investigaciones. Primero, se estudia los conocimientos iniciales de números y geometría de los estudiantes de primer año del Grado de Educación Primaria en la Universidad Rovira y Virgili (URV). En segundo lugar, se estudia las creencias de la eficacia de la enseñanza de las matemáticas de los futuros maestros a lo largo del grado. Tercero, esta Tesis compara la autoeficacia y la expectativa de resultados de la enseñanza de las matemáticas de futuros maestros, maestros novatos y maestros experimentados. Cuarto, se estudia la relación entre las creencias de la enseñanza de las matemáticas, la actitud hacia las matemáticas y su rendimiento académico. Quinto, se estudia la influencia de los factores experiencia docente, nivel de educación y nivel de enseñanza, sobre las creencias de la eficacia de la enseñanza de las matemáticas en maestros en servicio. Finalmente, se compara la autoeficacia de la enseñanza de las matemáticas entre los estudiantes de cuarto año del grado de maestro en la Universidad del Azuay y en la URV. Los resultados de esta Tesis ofrecen información potencialmente importante sobre el conocimiento matemático, las creencias, la autoeficacia de la enseñanza de las matemáticas y la actitud hacia las matemáticas de los futuros maestros y maestros en servicio. Estos resultados pueden ayudar a desarrollar políticas adecuadas para diseñar planes de estudios y también asesorar a los profesores de los grados de maestro en las instituciones de educación superior.
The study of mathematical content knowledge and teachers’ mathematics teaching beliefs of the pre-service teachers is fundamental, since it influences the academic performance of students. The objective of this Thesis is to study the initial mathematical knowledge of pre-service teachers and also their teachers’ mathematics teaching beliefs and their attitude towards mathematics. To meet the objective, various investigations are carried out. First, the initial knowledge of numbers and geometry of first-year students of the primary education degree at the Rovira and Virgili University (URV) is studied. Second, pre-service teachers’ mathematics teaching beliefs are studied throughout the grade. Third, this Thesis compares the self-efficacy and the expectation of results of the teaching of mathematics of pre-service teachers, novice in-service teachers and experienced in-service teachers. Fourth, the relationship between the teachers’ mathematics teaching beliefs, the attitude towards mathematics and their academic performance is studied. Fifth, the influence of the factors teaching level factor and level of training on the teachers’ mathematics teaching beliefs of in-service teachers is studied. Finally, the self-efficacy of mathematics teaching of fourth-year students at the Azuay University and at the URV is compared. The results of this Thesis offer potentially important information on the mathematical knowledge, beliefs, self-efficacy of mathematics teaching and the attitude towards mathematics of pre-service teachers and in-service teachers. These results can help develop policies for curriculum developers and teaching professors at institutes of higher education.
Zell, Simon. "Using physical experiments in mathematics lessons to introduce mathematical concepts." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-81188.
Full textVerwey, Johanna Cornelia (Hanlie). "Investigating the interaction of mathematics teachers with learners' mathematical errors." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/24743.
Full textDissertation (MEd)--University of Pretoria, 2010.
Science, Mathematics and Technology Education
unrestricted
Hulet, Ashley Burgess. "Student Evaluation of Mathematical Explanations in anInquiry-Based Mathematics Classroom." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5715.
Full textOwens, Beverly Karen. "The Language of Mathematics: Mathematical Terminology Simplified for Classroom Use." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etd/2242.
Full textLewis, Matthew. "Laboratory Experiences in Mathematical Biology for Post-Secondary Mathematics Students." DigitalCommons@USU, 2016. https://digitalcommons.usu.edu/etd/5219.
Full textKhalo, Xolani. "Analysis of grade 10 mathematical literacy students’ errors in financial mathematics." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/1369.
Full textFoley, Catherine. "Girls' perceptions of mathematics : an interpretive study of girls' mathematical identities." Thesis, University of Reading, 2016. http://centaur.reading.ac.uk/65926/.
Full textJakobsson-Åhl, Teresia. "Encouraging Participation in Mathematical Practices : Messages in the Boost for Mathematics." Thesis, Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-67660.
Full textKilgore, Pelagia Alesafis. "Adult College Students' Perceptions about Learning Mathematics via Developmental Mathematical xMOOCs." Scholar Commons, 2018. http://scholarcommons.usf.edu/etd/7179.
Full textDickerson, David S. "High school mathematics teachers' understandings of the purposes of mathematical proof." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2008. http://wwwlib.umi.com/cr/syr/main.
Full textNovinger, Susan. "Talking mathematics : children's acquisition of mathematical discourse in a permeable curriculum /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9953887.
Full textHart, Hilary. "Mathematics Vocabulary and English Learners: A Study of Students' Mathematical Thinking." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2573.
Full textPrestwich, Paula Jeffery. "Mathematical Interactions between Teachers and Students in the Finnish Mathematics Classroom." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5785.
Full textMatthew, Giammarino. "Mathematical flexibility." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/28459.
Full textBlack, Robert J. "Mathematical investigations." Thesis, Loughborough University, 1986. https://dspace.lboro.ac.uk/2134/10328.
Full textWedin, Hanna. "Mathematical Induction." Thesis, Uppsala universitet, Algebra och geometri, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-414099.
Full textFeldhaus, C. Adam. "How Mathematical Disposition and Intellectual Development Influence Teacher Candidates' Mathematical Knowledge for Teaching in a Mathematics Course for Elementary School Teachers." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1343753975.
Full textBaber, Marla Ann Lasswell. "Exploring Mathematical Capital: an Essential Construct for Mathematical Success?" PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3470.
Full textBlackburn, Chantel Christine. "Mathematics According to Whom? Two Elementary Teachers and Their Encounters with the Mathematical Horizon." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/344451.
Full textPatel, C. "Approaches to studying and the effects of mathematics support on mathematical performance." Thesis, Coventry University, 2011. http://curve.coventry.ac.uk/open/items/f079ef99-a237-4a3b-ae2d-344c89654741/1.
Full textKim, In Hong. "Preschool Teachers’ Knowledge of Children’s Mathematical Development and Beliefs About Teaching Mathematics." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc407808/.
Full textCronk, Carol Elizabeth. "Effects of mathematics professional development on growth in teacher mathematical content knowledge." CSUSB ScholarWorks, 2012. https://scholarworks.lib.csusb.edu/etd-project/139.
Full textDurfee, Lucille J. "BIO-MATHEMATICS: INTRODUCTION TO THE MATHEMATICAL MODEL OF THE HEPATITIS C VIRUS." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/428.
Full textKoch, Thorsten. "Rapid mathematical programming." [S.l.] : [s.n.], 2004. http://deposit.ddb.de/cgi-bin/dokserv?idn=973541415.
Full textWidmer, Tobias K. "Reusable mathematical models." Zürich : ETH, Eidgenössische Technische Hochschule Zürich, Department of Computer Science, Chair of Software Engineering, 2004. http://e-collection.ethbib.ethz.ch/show?type=dipl&nr=192.
Full textDomoshnitsky, Alexander, and Roman Yavich. "Internet Mathematical Olympiads." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79663.
Full textCollazo, Antonio. "The Mathematical Landscape." Scholarship @ Claremont, 2011. http://scholarship.claremont.edu/cmc_theses/116.
Full textNorgren, Ofelia. "Mathematical Special Relativity." Thesis, Uppsala universitet, Matematiska institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-435242.
Full textChikara, Sasaki. "Descarte's mathematical thought /." Dordrecht : Kluwer Academic, 2003. http://catalogue.bnf.fr/ark:/12148/cb39088689f.
Full textSak, Ugur. "Mđ: THE THREE-MATHEMATICAL MINDS MODEL FOR THE IDENTIFICATION OF MATHEMATICALLY GIFTED STUDENTS." Tucson, Arizona : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1032%5F1%5Fm.pdf&type=application/pdf.
Full textSak, 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.
Full textFerdinand, Victor Allen. "An elementary mathematics methods course and preservice teachers' beliefs about mathematics and mathematical pedagogy: A case study /." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488191124570001.
Full textTapia, Ernesto. "Understanding mathematics: a system for the recognition of on-line handwritten mathematical expressions." [S.l. : s.n.], 2004. http://www.diss.fu-berlin.de/2005/12/index.html.
Full textCardella, Monica E. "Engineering mathematics : an investigation of students' mathematical thinking from a cognitive engineering perspective /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/10692.
Full textThompson, Kent M. "The relationship between mathematical leadership skills and the mathematics achievement of elementary students." Laramie, Wyo. : University of Wyoming, 2005. http://proquest.umi.com/pqdweb?did=1095430511&sid=2&Fmt=2&clientId=18949&RQT=309&VName=PQD.
Full textTanner, H. F. R. "Using and applying mathematics : developing mathematical thinking through practical problem solving and modelling." Thesis, Swansea University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.639162.
Full textHamburg, Maryanna P. "Financial Mathematical Tasks in a Middle School Mathematics Textbook Series: A Content Analysis." University of Akron / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=akron1258164585.
Full textCox, Raymond Taylor. "Mathematical Modeling of Minecraft – Using Mathematics to Model the Gameplay of Video Games." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1431009469.
Full text