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Journal articles on the topic 'Mathematical'

Author: Grafiati

Published: 4 June 2021

Last updated: 31 July 2024

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1

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

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2

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

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3

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

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In January 2008, seventeen participants in the Montclair State University (MSU) GK–12 Fellows in the Middle Program visited China for two weeks. Our group included two mathematics graduate students, four science graduate students, two middle school mathematics teachers, one middle school science teacher, one superintendent, and six MSU mathematics and science faculty members. While in China, we visited several middle and high schools Munakatain Beijing and Xi'an and saw many historical and cultural sites. On our way to the Forbidden City along the Beijing highway known as Ring 3, we passed these three buildings, located at Xihuan Plaza (photograph 1), which seemed to be challenging passersby to describe them mathematically.

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

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In January 2008, seventeen participants in the Montclair State University (MSU) GK–12 Fellows in the Middle Program visited China for two weeks. Our group included two mathematics graduate students, four science graduate students, two middle school mathematics teachers, one middle school science teacher, one superintendent, and six MSU mathematics and science faculty members. While in China, we visited several middle and high schools Munakatain Beijing and Xi'an and saw many historical and cultural sites. On our way to the Forbidden City along the Beijing highway known as Ring 3, we passed these three buildings, located at Xihuan Plaza (photograph 1), which seemed to be challenging passersby to describe them mathematically.

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5

Mason, John. "Asking mathematical questions mathematically." International Journal of Mathematical Education in Science and Technology 31, no. 1 (January 2000): 97–111. http://dx.doi.org/10.1080/002073900287426.

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6

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

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This article analyzes the capabilities of the Wolfram Mathematica computer system, examines the feasibility of using its tools in the study of mathematical disciplines. The authors propose and demonstrate by examples a methodology for building a training course based on the integration of the methods of the discipline being studied and their implementation in the Mathematica environment. The paper explores the practical significance of including the Mathematica toolkit in the training course, which makes it possible to mathematically model various processes in modern society, demonstrate the solution of mathematically complex problems using the built-in functions of the package, as well as provide visualization of analytically obtained solutions.

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Vasileva, Natalia, Vladimir Grigorev-Golubev, and Irina Evgrafova. "Mathematical programming in Mathcad and Mathematica." E3S Web of Conferences 419 (2023): 02007. http://dx.doi.org/10.1051/e3sconf/202341902007.

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An article generalizes the long-term work of authors with packages of applied mathematical programs. It discusses and demonstrates the features and methods of solution of mathematical tasks in mathematical package Mathcad and Mathematica: from the simplest ones, included in the set of typical problems of mathematical disciplines for training specialists for shipbuilding, to complex computational tasks and applied problems of professional orientation, which require the construction of a mathematical model and analysis of the results obtained. The examples show the solution of mathematical problems in symbolic form, mathematical studies in the Mathcad and Mathematica environment, and mathematical programming with these packages.

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KRASNOZHON, O. B., and V. V. MATSIUK. "КОМП’ЮТЕРНО-ОРІЄНТОВАНІ ЕЛЕМЕНТИ НАВЧАННЯ МАТЕМАТИЧНИХ ДИСЦИПЛІН МАЙБУТНІХ УЧИТЕЛІВ МАТЕМАТИКИ." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, no. 2 (October 4, 2021): 255–62. http://dx.doi.org/10.31494/2412-9208-2021-1-2-255-262.

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The article is devoted to the issues of constructing effective computer-oriented components of the methodological system of teaching the disciplines «Linear Algebra» and «Probability Theory with Elements of Mathematical Statistics» provided for in the educational and professional program «Secondary Education (Mathematics)» of the first level of higher education in the specialty 014 Secondary Education (Mathematics). The article analyzes the methodological aspects of the effective organization of computations when finding the angle between a given vector and a nonzero subspace of Euclidean space, as well as using the least squares method for processing experimental data. The theoretical and practical information known to students-mathematicians from the corresponding sections of these academic disciplines is briefly presented. Analyzed educational, methodological and scientific literature used in teaching linear algebra and probability theory with elements of mathematical statistics; the expediency of using computer-oriented elements of teaching mathematical disciplines of future mathematics teachers has been substantiated. The authors proposed the use of computer-oriented learning elements in the processing of the content of disciplines and the development of test tasks of different levels of complexity in linear algebra and probability theory with elements of mathematical statistics in order to objectively assess the level of students' knowledge and timely correct individual educational trajectories. The article provides examples of the application of computer-oriented elements of teaching linear algebra and probability theory with elements of mathematical statistics, and also analyzes the methodological features of the organization of calculations in the software mathematical environment Mathcad. The methodological and practical materials presented in the article can be useful for students to organize and activate independent scientific and pedagogical activities, teachers of secondary educational institutions, heads of optional and circle work of students, teachers of linear algebra and probability theory courses with elements of mathematical statistics of pedagogical higher educational institutions. Key words: methods of teaching mathematics, computer-oriented elements of teaching mathematics, linear algebra, probability theory, mathematical statistics, Euclidean space, non-zero subspace of Euclidean space, least squares method.

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9

Azlan, Noor Akmar, and Mohd Faizal Nizam Lee Abdullah. "Komunikasi matematik : Penyelesaian masalah dalam pengajaran dan pembelajaran matematik." Jurnal Pendidikan Sains Dan Matematik Malaysia 7, no. 1 (April 27, 2017): 16–31. http://dx.doi.org/10.37134/jsspj.vol7.no1.2.2017.

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Based on the study of mathematic problems created by Clements in 1970 and 1983 in Penang, it was found that students in Malaysia do not have a problem of serious thought. However, the real problem is related to read, understand and make the right transformation when solving mathematical problems, especially those involving mathematical word problem solving. Communication is one of the important elements in the process of solving problems that occur in the teaching and learning of mathematics. Students have the opportunities to engage in mathematic communication such as reading, writing and listening and at least have two advantages of two different aspects of communication which are to study mathematics and learn to communicate mathematically. Most researchers in the field of mathematics education agreed, mathematics should at least be studied through the mail conversation. The main objective of this study is the is to examine whether differences level of questions based on Bloom’s Taxonomy affect the level of communication activity between students and teachers in the classroom. In this study, researchers wanted to see the level of questions which occur with active communication and if not occur what is the proper strategy should taken by teachers to promote the effective communication, engaging study a group of level 4 with learning disabilities at a secondary school in Seremban that perform mathematical tasks that are available. The study using a qualitative approach, in particular sign an observation using video as the primary method. Field notes will also be recorded and the results of student work will be taken into account to complete the data recorded video. Video data are primary data for this study. Analysis model by Powell et al., (2013) will was used to analyze recorded video. Milestones and critical during this study will be fully taken into account.

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10

Bagaria, Joan. "On Turing’s legacy in mathematical logic and the foundations of mathematics." Arbor 189, no. 764 (December 30, 2013): a079. http://dx.doi.org/10.3989/arbor.2013.764n6002.

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11

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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12

Samuels, Shaneille. "An Investigation into the Effects of Secondary Mathematics Trainee Teachers' Use of Mathematical Language in Reducing Mathematical Errors: A Jamaican Context." International Journal of Science and Research (IJSR) 12, no. 7 (July 5, 2023): 634–44. http://dx.doi.org/10.21275/sr23709063948.

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13

Kumar, Jitender, and V. K. Kukreja. "Mathematical Model of Pulp Washing Using Mathematica." MATEC Web of Conferences 57 (2016): 05008. http://dx.doi.org/10.1051/matecconf/20165705008.

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14

Nocar, David, George Grossman, Jiří Vaško, and Tomáš Zdráhal. "The Accuracy of Computational Results from Wolfram Mathematica in the Context of Summation in Trigonometry." Computation 11, no. 11 (November 6, 2023): 222. http://dx.doi.org/10.3390/computation11110222.

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This article explores the accessibility of symbolic computations, such as using the Wolfram Mathematica environment, in promoting the shift from informal experimentation to formal mathematical justifications. We investigate the accuracy of computational results from mathematical software in the context of a certain summation in trigonometry. In particular, the key issue addressed here is the calculated sum ∑n=044tan⁡1+4n°. This paper utilizes Wolfram Mathematica to handle the irrational numbers in the sum more accurately, which it achieves by representing them symbolically rather than using numerical approximations. Can we rely on the calculated result from Wolfram, especially if almost all the addends are irrational, or must the students eventually prove it mathematically? It is clear that the problem can be solved using software; however, the nature of the result raises questions about its correctness, and this inherent informality can encourage a few students to seek viable mathematical proofs. In this way, a balance is reached between formal and informal mathematics.

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15

Bhardwaj, Suyash, Seema Kashyap, and Anju Shukla. "A Novel Approach For Optimization In Mathematical Calculations Using Vedic Mathematics Techniques." MATHEMATICAL JOURNAL OF INTERDISCIPLINARY SCIENCES 1, no. 1 (July 2, 2012): 23–34. http://dx.doi.org/10.15415/mjis.2012.11002.

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16

Moiseienko, Lidiia, and Liubov Shehda. "Dependence of Mathematical Errors on Mathematical Thinking Style." Collection of Research Papers "Problems of Modern Psychology", no. 54 (December 3, 2021): 116–36. http://dx.doi.org/10.32626/2227-6246.2021-54.116-136.

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17

Hong, Sung Sa, Young Hee Hong, and Seung On Lee. "Mathematical Structures of Joseon mathematician Hong JeongHa." Journal for History of Mathematics 27, no. 1 (February 28, 2014): 1–12. http://dx.doi.org/10.14477/jhm.2014.27.1.001.

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18

POLAT, Semra, and Yüksel DEDE. "Matematik Öğretmenlerinin Matematiksel Görev Oluşturma Durumlarının İncelenmesi." Gazi Journal of Education Sciences 6, no. 2 (August 19, 2020): 210–39. http://dx.doi.org/10.30855/gjes.2020.06.02.003.

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19

Erbay, Gunes. "NAVIGATING MATHEMATICAL OBSTACLES: EIGHTH GRADE STUDENTS' JOURNEY IN OVERCOMING LEARNING CHALLENGES IN MATHEMATICS." Global Journal of Humanities and Social Sciences 03, no. 03 (March 1, 2024): 01–07. http://dx.doi.org/10.55640/gjhss-social-326.

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This study delves into the challenges encountered by eighth-grade students while learning mathematics and examines the strategies they employ to overcome these hurdles. Through qualitative analysis, data were collected from interviews, observations, and surveys conducted among a sample group of eighth-grade students. The findings shed light on various impediments such as conceptual difficulties, lack of motivation, and anxiety towards mathematics. Additionally, the study highlights effective techniques utilized by students to navigate these obstacles, including peer collaboration, engaging teaching methods, and personalized learning approaches. Understanding the dynamics of these challenges and strategies can inform educators and policymakers in developing targeted interventions to enhance mathematical learning experiences for eighth-grade students.

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20

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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21

Amelia, Elisa, Heni Pujiastuti, and Hepsi Nindiasari. "KEMAMPUAN LITERASI MATEMATIS SISWA SMP DALAM MENYELESAIKAN SOAL ARITMATIKA SOSIAL DITINJAU DARI GAYA BELAJAR DAVID KOLB." Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika 5, no. 1 (April 30, 2024): 278–88. http://dx.doi.org/10.46306/lb.v5i1.557.

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Researchers in this article describe the mathematical literacy skills of junior high school students in solving social arithmetic problems in terms of David Kolb's learning style. This research method uses descriptive qualitative with 26 students of SMPN 2 Cileles class VIII B as the research subjects. This study used mathematical literacy test instruments, David Kolb learning style questionnaire, and interview guidelines. The results showed that each learning style had varied mathematical literacy skills. Upper divergent students were able to fulfill three mathematical process indicators. Middle divergent students are only able to formulate the context mathematically and use mathematical concepts, facts and procedures. Lower divergent students are only able to formulate the context mathematically. Upper assimilation students were able to fulfill three process indicators Moderate assimilation students were able to fulfill three process indicators in part of the problem. Lower assimilation students were only able to formulate the context mathematically. Upper and medium convergent students were able to fulfill the three mathematical process indicators in part of the problem. Lower convergent students are only able to formulate the context mathematically. Upper and medium accommodation students were able to fulfill three mathematical process indicators in part of the problem. Lower accommodation students were only able to fulfill one process indicator, namely formulating the context mathematically

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22

Katz, Emily. "Why Aristotle Can’t Do without Intelligible Matter." Ancient Philosophy Today 5, no. 2 (October 2023): 123–55. http://dx.doi.org/10.3366/anph.2023.0093.

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I argue that intelligible matter, for Aristotle, is what makes mathematical objects quantities and divisible in their characteristic way. On this view, the intelligible matter of a magnitude is a sensible object just insofar as it has dimensional continuity, while that of a number is a plurality just insofar as it consists of indivisibles that measure it. This interpretation takes seriously Aristotle's claim that intelligible matter is the matter of mathematicals generally – not just of geometricals. I also show that intelligible matter has the same meaning in all three places where it is explicitly invoked: Z.10, Z.11, and H.6. Since the H.6 passage involves a mathematical definition, this requires determining what the mathematician defines and how she defines it. I show that, as with natural scientific definitions, there must be a matterlike element in mathematical definitions. This element is not identical with, but rather refers to, intelligible matter.

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23

Hrytsiuk, O. "СИСТЕМИ КОМП’ЮТЕРНОЇ МАТЕМАТИКИ ЯК ЗАСІБ ФОРМУВАННЯ МАТЕМАТИЧНОЇ КОМПЕТЕНТНОСТІ СТУДЕНТІВ У ПРОЦЕСІ НАВЧАННЯ ВИЩОЇ МАТЕМАТИКИ." Transactions of Kremenchuk Mykhailo Ostrohradskyi National University 3 (June 28, 2019): 11–18. http://dx.doi.org/10.30929/1995-0519.2019.3.11-18.

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24

Kurz, Terri L., and Barbara Bartholomew. "Mathematical Explorations: Rethinking Dr. Seuss's The Lorax—Mathematically." Mathematics Teaching in the Middle School 18, no. 3 (October 2012): 180–87. http://dx.doi.org/10.5951/mathteacmiddscho.18.3.0180.

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25

Murawski, Roman. "Mathematical Objects and Mathematical Knowledge." Grazer Philosophische Studien 52 (1996): 257–59. http://dx.doi.org/10.5840/gps1996/975213.

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26

Ueno, Kenji. "Mathematical Reserch and Mathematical Literature." TRENDS IN THE SCIENCES 10, no. 5 (2005): 50–52. http://dx.doi.org/10.5363/tits.10.5_50.

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27

Mehtre, Vishal V. "Mathematical Preliminaries in Mathematical Operation." International Journal for Research in Applied Science and Engineering Technology 7, no. 10 (October 31, 2019): 658–60. http://dx.doi.org/10.22214/ijraset.2019.10100.

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28

Marquis, Jean‐Pierre. "Mathematical engineering and mathematical change1." International Studies in the Philosophy of Science 13, no. 3 (October 1999): 245–59. http://dx.doi.org/10.1080/02698599908573624.

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29

Aberdein, Andrew. "Mathematical Wit and Mathematical Cognition." Topics in Cognitive Science 5, no. 2 (March 19, 2013): 231–50. http://dx.doi.org/10.1111/tops.12020.

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30

Pirie, S. E. B., and R. L. E. Schwarzenberger. "Mathematical discussion and mathematical understanding." Educational Studies in Mathematics 19, no. 4 (November 1988): 459–70. http://dx.doi.org/10.1007/bf00578694.

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31

Pekonen, Osmo. "Mathematical Constants, Mathematical Constants II." Mathematical Intelligencer 42, no. 1 (September 9, 2019): 87–88. http://dx.doi.org/10.1007/s00283-019-09929-0.

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32

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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33

Maysarah, Siti, Sahat Saragih, and Dian Armanto. "Analysis of Students' Mathematical Literacy Ability in Solving Linear Equations of Two Variables." Logaritma : Jurnal Ilmu-ilmu Pendidikan dan Sains 11, no. 02 (December 31, 2023): 247–56. http://dx.doi.org/10.24952/logaritma.v11i02.10019.

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The purpose of this study was to analyze students' mathematical literacy ability in solving problems related to the material of a two-variable system of linear equations. This type of research is descriptive qualitative research. The results of this study are in the form of a description of indicators of mathematical literacy ability, namely: (1) identifying facts mathematically, (2) formulating problems mathematically, (3) using mathematical concepts to solve problems, (4) carrying out calculations based on certain procedures, and (5) draw conclusions. The sample in this study were 10 students of MTs Nurul Khairiyah Deli Serdang. Based on the results of the study, it was found that the average score of students' mathematical literacy abilities per indicator in solving linear equations of two variables, namely (1) identifying facts mathematically obtained 22.5%, (2) formulating problems mathematically obtained 90%, (3) using mathematical concepts to solve problems obtained 93.75%, (4) carrying out calculations based on certain procedures 92.5%, and (5) drawing conclusions obtained 83.75%.

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Chattopadhyay, Rabindranath. "Understanding Undefined Quantities: Bridging Mathematical Concepts with Physical and Mathematical Realities." International Journal of Science and Research (IJSR) 13, no. 1 (January 5, 2024): 923–24. http://dx.doi.org/10.21275/sr24111235936.

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Tupulu, Nasri, Yulis Jamiah, Rustam Rustam, and Dona Fitriawan. "Pengembangan Kemampuan Berpikir Matematis untuk Penguatan Disposisi Matematis Melalui Kolaborasi antara Siswa dan Guru." Media Pendidikan Matematika 11, no. 1 (June 30, 2023): 131. http://dx.doi.org/10.33394/mpm.v11i1.7853.

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The purpose of this study was to determine the ability to think mathematically to strengthen mathematical dispositions through collaboration between students and teachers. Qualitative type research with R&D development research design. the data comes from 20 class XA students at Maniamas Ngabang High School in the matrix material for the 2021/2022 school year. The research results obtained that: 1) there are several steps of mathematical thinking ability to strengthen mathematical disposition through collaboration between students and teachers which can be seen during the process of learning activities and when solving matrix questions where students have fulfilled all four indicators of mathematical thinking ability seen from learning activities in The 2nd RPP namely deepening, guessing, generalizing, and convincing; 2) the ability to think mathematically to strengthen mathematical dispositions through collaboration between students and teachers is in accordance with the visible results of students' mathematical thinking abilities being met where students solve problems well and have indicators of ability to think mathematically and have an attitude of confidence, persistence, tenacity, in doing all math assignments and have a high curiosity in mathematics.

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Fernández-León, Aurora, and José María Gavilán-Izquierdo. "Caracterizando la práctica matemática de demostrar de una investigadora en matemáticas." Bolema: Boletim de Educação Matemática 36, no. 74 (December 2022): 1215–35. http://dx.doi.org/10.1590/1980-4415v36n74a13.

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Resumen Este trabajo forma parte de una investigación más amplia que tiene por objeto caracterizar cómo construyen conjeturas y demostraciones matemáticas los investigadores en matemáticas cuando investigan. Desde la filosofía de las matemáticas y la propia educación matemática, son cada vez más numerosas las recomendaciones que sugieren estudiar a estos investigadores y, en concreto, sus prácticas matemáticas, ya que se entiende que un conocimiento adecuado y preciso de las mismas supone una muy valiosa fuente de información para al diseño de la instrucción en matemáticas. Este estudio pone el foco en la práctica matemática de demostrar y tiene como objetivo avanzar en la caracterización de las actividades matemáticas que desarrolla una investigadora en matemáticas cuando construye demostraciones matemáticas. La metodología de este trabajo es cualitativa. Concretamente, este estudio forma parte de un estudio de casos con una investigadora en matemáticas que desarrolla su investigación en análisis matemático. La recogida de datos empíricos se desarrolló durante cuatro entrevistas semiestructuradas, que fueron grabadas. El presente estudio, que se ha llevado a cabo en dos fases, ha permitido mostrar qué usa y qué crea (en términos de RASMUSSEN et al., 2005) la informante del caso cuando construye demostraciones matemáticas. Estos hallazgos resaltan el importante papel que juegan los ejemplos en esta práctica matemática y ponen de manifiesto cómo tales ejemplos facilitan la transición entre lo empírico y lo deductivo. Además, los resultados de este trabajo se han utilizado para caracterizar las demostraciones matemáticas basadas en ejemplos genéricos en un contexto de investigación.

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37

Greenwood, Jonathan Jay. "On The Nature of Teaching and Assessing “Mathematical Power” and “Mathematical Thinking”." Arithmetic Teacher 41, no. 3 (November 1993): 144–52. http://dx.doi.org/10.5951/at.41.3.0144.

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What exactly is “mathematical power” to omeone who has always identified mathematics as being the mastery of facts, such as the multiplication table, and procedures, such as the long division algorithm? What does it mean to “think mathematically” to a teacher who always struggled wit11 story problems as a student? To those teachers who fit these descriptions, and a sizable number do. assessing students mathematical power and mathematical thinking is even more bewildering.

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38

Maier, Eugene A. "One Point of View: Basic Mathematical Skills or School Survival Skills?" Arithmetic Teacher 35, no. 1 (September 1987): 2. http://dx.doi.org/10.5951/at.35.1.0002.

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Some lists of “basic mathematical skills” lead me to wonder why certain topics are included. To me the designation of a mathematical skill as “basic” implies the need for that skill in life beyond school. But I see topics on such lists that have nothing to do with pre paring students to function mathematically in the nonschool world. For example, consider paper-and-pencil procedures for computing problems like 136.7 × 56.8 or 7584 ÷ 354. In a half-century of doing mathematics—as a schoolboy, as a college and graduate student, in any number of odd jobs that paid my way through college, as an industrial mathematician, as a university teacher and reearcher, in everyday life, and just for fun—nothing I have done, apart from schoolwork, requires uch procedures today.

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Pham My, Hanh, and Giau Tran Thi Ngoc. "Vận dụng phương pháp mô hình hóa trong giảng dạy học phần đại số sơ cấp ngành Sư phạm Toán." Dong Thap University Journal of Science 10, no. 1 (February 15, 2021): 26–32. http://dx.doi.org/10.52714/dthu.10.1.2021.841.

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КРАСНОЖОН, Олексій, and Василь МАЦЮК. "ІННОВАЦІЙНІ АСПЕКТИ НАВЧАННЯ МАТЕМАТИЧНИХ ДИСЦИПЛІН МАЙБУТНІХ УЧИТЕЛІВ МАТЕМАТИКИ." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1 (April 29, 2021): 265–75. http://dx.doi.org/10.31494/2412-9208-2021-1-1-265-275.

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У статті досліджено інноваційні аспекти побудови компонентів методичної системи навчання дисциплін “Лінійна алгебра” та “Теорія ймовірностей із елементами математичної статистики”, які передбачені освітньо-професійною програмою «Середня освіта (математика)» першого рівня вищої освіти за спеціальністю 014 Середня освіта (Математика). Стаття містить методичні та процесуальні аспекти організації обчислень ортогональної проекції та ортогональної складової вектора відносно підпростору, заданого системою лінійних алгебраїчних рівнянь, а також застосування методу найменших квадратів для опрацювання експериментальних даних. Стисло наведені теоретичні та практичні відомості відповідних розділів зазначених навчальних дисциплін. Здійснено стислий огляд навчальної, методичної та наукової літератури, яка використовується під час навчання лінійної алгебри та теорії ймовірностей із елементами математичної статистики; обґрунтована доцільність використання інноваційних компонентів відповідних методичних систем навчання. Авторами запропоновано застосування зазначених інноваційних компонентів під час опрацювання змісту дисциплін та розробки тестових завдань різного рівня складності з лінійної алгебри та теорії ймовірностей із елементами математичної статистики з метою об’єктивного оцінювання навчальних досягнень студентів. У статті наведено огляд інноваційних аспектів навчання лінійної алгебри та теорії ймовірностей із елементами математичної статистики, а також аналіз особливостей реалізації інноваційних компонентів методичних систем у програмному математичному середовищі Mathcad. Методичні та практичні матеріали, які подано в статті, можуть бути корисними студентам для організації та активізації самостійної наукової та педагогічної діяльності, учителям закладів загальної середньої освіти, керівникам факультативної й гурткової роботи учнів, викладачам курсів лінійної алгебри та теорії ймовірностей із елементами математичної статистики педагогічних ЗВО. Ключові слова: інновації в освіті, лінійна алгебра, теорія ймовірностей, математична статистика, евклідовий простір, ортогональна проекція, ортогональна складова, статистична вибірка.

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Beaudine, Gregory. "From Mathematical Reading to Mathematical Literacy." Mathematics Teaching in the Middle School 23, no. 6 (April 2018): 318–23. http://dx.doi.org/10.5951/mathteacmiddscho.23.6.0318.

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Caglayan, Günhan. "Mathematical Lens: A Mathematical Pyramid Scheme." Mathematics Teacher 105, no. 1 (August 2011): 16–19. http://dx.doi.org/10.5951/mathteacher.105.1.0016.

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Students analyze a photograph to solve mathematical questions related to the images captured in the photograph. This month, the photographs are of a pyramid in Egypt, and students are asked to compute volume, slant height, and the ratio of the base of the pyramid to its height.

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Wan, Delong, and Huiping Zeng. "Water environment mathematical model mathematical algorithm." IOP Conference Series: Earth and Environmental Science 170 (July 2018): 032133. http://dx.doi.org/10.1088/1755-1315/170/3/032133.

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Rizza, Davide. "Magicicada, Mathematical Explanation and Mathematical Realism." Erkenntnis 74, no. 1 (November 20, 2010): 101–14. http://dx.doi.org/10.1007/s10670-010-9261-z.

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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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Matteson, Shirley M. "Mathematical Literacy and Standardized Mathematical Assessments." Reading Psychology 27, no. 2-3 (September 2006): 205–33. http://dx.doi.org/10.1080/02702710600642491.

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Lobato, Joanne, Charles Hohensee, and Bohdan Rhodehamel. "Students' Mathematical Noticing." Journal for Research in Mathematics Education 44, no. 5 (November 2013): 809–50. http://dx.doi.org/10.5951/jresematheduc.44.5.0809.

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Even in simple mathematical situations, there is an array of different mathematical features that students can attend to or notice. What students notice mathematically has consequences for their subsequent reasoning. By adapting work from both cognitive science and applied linguistics anthropology, we present a focusing framework, which treats noticing as a complex phenomenon that is distributed across individual cognition, social interactions, material resources, and normed practices. Specifically, this research demonstrates that different centers of focus emerged in two middle grades mathematics classes addressing the same content goals, which, in turn, were related conceptually to differences in student reasoning on subsequent interview tasks. Furthermore, differences in the discourse practices, features of the mathematical tasks, and the nature of the mathematical activity in the two classrooms were related to the different mathematical features that students appeared to notice.

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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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Welchman-Tischler, Rosamond. "Making Mathematical Connections." Arithmetic Teacher 39, no. 9 (May 1992): 12–17. http://dx.doi.org/10.5951/at.39.9.0012.

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Mathematically literate students should view mathematics as a way of looking at their environment that aids understanding and adds insight This attitude toward mathe matics can be fostered in the daily routines of the classroom. Mathematical experiences need not be restricted to the “math period” but can be incorporated throughout the school day. The importance of making mathematical connections, both within mathematics and between mathematics and other curriculum areas, is emphasized by the inclusion of “mathematical connection” as one of the curriculum standards for school mathematics (NCTM 1989). This article how how a simple manipulative device useful for taking attendance can be used to exercise mathematical thinking processes in a variety of contexts at different grade levels throughout elementary school.

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Tonra, Wilda Syam, Talisadika S. Maifa, Willy Abdul Ghany, and Siti Fatimah. "MATHEMATICAL THINKING DAN KAITANNYA DENGAN WAYS OF UNDERSTANDING, WAYS OF THINKING: SEBUAH KAJIAN PUSTAKA." SIGMA 9, no. 1 (September 18, 2023): 17. http://dx.doi.org/10.53712/sigma.v9i1.1970.

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Abstrak:Awal munculnya istilah “Mathematical Thinking” merujuk kepada istilah dari buku yang sangat terkenal berjudul Thinking Mathematically dengan jumlah sitasi saat ini mencapai 1781. Buku ini ditulis oleh John Mason dengan Leone Burton dan Kaye Stacey tahun 1982. Buku ini menjadi rujukan dari beberapa peneliti lainnya. Di buku ini, Mathematical Thinking proses dibagi menjadi 2 pasang proses yaitu Specialising and Generalising kemudian Conjecturing and Convincing. Namun, istilah “Mathematical Thinking”memiliki beberapa pergeseran makna sesuai dengan perkembangan dari tahun ke tahun. Selain itu, paper ini juga membahas kaitan antara “Mathematical Thinking” atau berpikir matematis dengan ways of understanding dan ways of thinking. Kata Kunci: Mathematical Thinking; ways of understanding; ways of thinking Abstract:Early term of "Mathematical Thinking" refers to the term from a very famous book entitled Thinking Mathematically with the current number of citations reaching 1781. This book was written by John Mason with Leone Burton and Kaye Stacey in 1982. This book became a reference for several other researchers. In this book, the Mathematical Thinking process is divided into 2 pairs of processes, namely Specializing and Generalising then Conjecturing and Convincing. However, the meaning of mathematical thinking has changed according to developments from year to year. In addition, this paper also discusses the relationship between "Mathematical Thinking" with ways of understanding and ways of thinking.conclusions.

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