Relevant bibliographies by topics / Mathematics education

Academic literature on the topic 'Mathematics education'

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Published: 4 June 2021
Last updated: 28 July 2024

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Journal articles on the topic "Mathematics education"

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Liu, Shu Li. "Mathematical Literacy and College Mathematics Education." Advanced Materials Research 271-273 (July 2011): 1370–73. http://dx.doi.org/10.4028/www.scientific.net/amr.271-273.1370.

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Mathematics, being an important part of human culture, plays a significant role in both spiritual life and material life of people. Mathematical literacy is one of the most basic scientific literacies, which is of far-reaching importance to cultivate mathematical literacy of students in college mathematics education. This paper elaborates the contents of mathematical literacy, discusses the necessity of cultivating mathematical literacy of college students, and proposes effective approaches of improving the literacy of college students.
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Hutauruk, A. J. B., and N. Priatna. "Mathematical Resilience of Mathematics Education Students." Journal of Physics: Conference Series 895 (September 2017): 012067. http://dx.doi.org/10.1088/1742-6596/895/1/012067.

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Arseven, Ayla. "Mathematical Modelling Approach in Mathematics Education." Universal Journal of Educational Research 3, no. 12 (December 2015): 973–80. http://dx.doi.org/10.13189/ujer.2015.031204.

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Riyanto, B., Zulkardi, R. I. I. Putri, and Darmawijoyo. "Mathematical modeling in realistic mathematics education." Journal of Physics: Conference Series 943 (December 2017): 012049. http://dx.doi.org/10.1088/1742-6596/943/1/012049.

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Zheng, Yuxin. "Philosophy of Mathematics, Mathematics Education, and Philosophy of Mathematics Education." Humanistic Mathematics Network Journal 1, no. 9 (February 1994): 32–41. http://dx.doi.org/10.5642/hmnj.199401.09.09.

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Bertol, Daniel Bonadiman, Amauri Jersi Ceolim, and Rosefran Adriano Gonçales Cibotto. "Modelagem Matemática na perspectiva da Educação Matemática Crítica e a Escola do Campo: algumas aproximações." Bolema: Boletim de Educação Matemática 37, no. 76 (2023): 479–99. http://dx.doi.org/10.1590/1980-4415v37n76a06.

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Resumo Este artigo traz resultados de uma pesquisa de mestrado e objetiva apresentar aproximações entre a Modelagem Matemática (MM) na perspectiva da Educação Matemática Crítica (EMC) e a Educação do Campo evidenciadas durante o desenvolvimento de atividades de MM em uma turma do 3° ano do Ensino Médio de uma Escola do Campo do interior do Paraná. Para isso, foi realizada uma pesquisa de natureza qualitativa, a partir do desenvolvimento de duas atividades de MM, conduzidas pelos casos 2 e 3 indicados por Barbosa (2004). Os dados foram coletados remotamente via internet por meio de observação, registrados utilizando ferramentas online e analisados de acordo com a Análise Textual Discursiva de Moraes e Galiazzi (2011). Os resultados apontam que a MM na perspectiva da EMC possibilitou fazer conexões com a Educação do Campo, uma vez que emergiram, por meio do diálogo, discussões democráticas e reflexões críticas a respeito de questões econômicas, ambientais, culturais e sociais, despertando a autonomia durante o desenvolvimento das atividades, cujos temas envolveram situações reais articuladas ao contexto e aos conhecimentos dos alunos.
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Simbolon, Rotua, Lukman El Hakim, and Tian Abdul Aziz. "Phenomenological Exploration in Mathematics Education." PARADIKMA: JURNAL PENDIDIKAN MATEMATIKA 16, no. 1 (June 29, 2023): 107–12. http://dx.doi.org/10.24114/paradikma.v16i1.45264.

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We don't know what will happen tomorrow. Yesterday is a memory, today is a reality and tomorrow is a hope. Who would have thought that the corona virus would become one of the elements forming a new life cycle not only for Indonesia but for the whole world. During the Covid-19 pandemic, Large-Scale Social Restrictions (PSBB) were implemented, this had an impact on the implementation of face-to-face (online) learning. Educational institutions must also change direction. Work from home. Going online is one way to stay afloat. Learners at all levels, learn online. Some are still not familiar with this method, especially those in regions or villages, so that in its implementation there are obstacles that result in the implementation of the learning process not being optimal. Those who live in cities experience different obstacles again. Learning that should be carried out face-to-face has changed to online. One of the differences that exist is seen from progress, namely those who live in cities and in villages have different difficulties. Not to mention the other variants. This article aims to find out the obstacles experienced by students during the implementation of online learning in Mathematics lessons. The approach used is a phenomenological approach. How does the exploration of phenomenology play a role in the mathematical approach. The hope is that with this approach you can get information regarding the implementation of the online learning process for learning Mathematics during the Covid-19 pandemic. Exploration of Mathematics Education is seen from a phenomenological attitude, which means that it starts with entering phenomena through practice. The exercises provided are designed so that participants are able to illustrate, mention, give directions and are able to associate meanings and differences. Actually someone gets something in learning more than one's intentions, it doesn't even matter whether a teacher teaches well. For this reason, a creative teaching method is needed in learning mathematics so that there is good interaction between students and teachers. Conclusion: The process of learning mathematics online was not optimal during the pandemic due to several factors that affected the smooth implementation of learning.
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Quatbayevich, Urinbayev Saginbay. "LEARNING OUTCOMES IN MATHEMATICS EDUCATION." International Journal of Advance Scientific Research 4, no. 3 (March 1, 2024): 160–63. http://dx.doi.org/10.37547/ijasr-04-03-29.

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The research investigates the effective integration of Digital Educational Resources (DERs) into mathematics instruction by utilizing constructivism, socio-cultural theory, multiple intelligences, and the TPACK framework. This approach aligns with pedagogical best practices and promotes active learning, collaboration, and differentiated instruction. It also analyzes the advantages and drawbacks of digital and conventional teaching techniques in the field of mathematics education.
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Teodoro, Vítor Duarte, and Rui Gomes Neves. "Mathematical modelling in science and mathematics education." Computer Physics Communications 182, no. 1 (January 2011): 8–10. http://dx.doi.org/10.1016/j.cpc.2010.05.021.

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Beqqali, Nabila, Khalid Hattaf, and Naceur Achtaich. "Mathematical Biology in High School Mathematics Education." Journal of Educational and Social Research 13, no. 6 (November 5, 2023): 326. http://dx.doi.org/10.36941/jesr-2023-0168.

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Mathematical biology has made great progress in recent years, particularly in epidemiology during or even before the COVID-19 pandemic. Mathematical modeling has played a key role in this progress. In this paper, we examine whether the teaching and learning of mathematics in Moroccan high school takes into consideration specialty disciplines such as biology. To do this, we are looking for the applications of biology in the Moroccan mathematical programs in the second year of the baccalaureate option life and earth sciences. First, we analyze the pedagogical guidelines concerning mathematical applications in specialty disciplines. In addition, we analyze the textbooks concerning the second year of baccalaureate option life and earth sciences. The results show that mathematical applications in experimental sciences, especially in biology, for the mathematics program of the second year of the baccalaureate are still very limited in the Moroccan curriculum, whether in learning activities or exercises. Received: 21 September 2023 / Accepted: 20 October 2023 / Published: 5 November 2023
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Dissertations / Theses on the topic "Mathematics education"

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Friesen, Sharon Linda. "Reforming mathematics in mathematics education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0021/NQ54778.pdf.

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Copeland, Brian Dwight. "Perceptivist mathematics education." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28203.

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The aim of this paper is to outline and apply a perceptivist philosophy of education and a constructivitist theory of knowledge acquisition to a problem in secondary mathematics education. A working summary of perceptivism and constructivism is provided and a program and lesson materials are discussed within the context of perceptivist-constructivist ideas. The main thesis of this paper is that the way to translate perceptivist-constructivist ideas into practice in mathematics is to emphasize activities that lead to actual perceptions. The traditional problem with this is that often the computational abilities needed to deal with reality are too much for most students to deal with. The information age innovation that makes a utilitarian mathematics education more possible now, where it was not possible previously, is the development of the personal computer. The computer can act as an information processing "step up transformer" to boost students past computation to real, perceptual mathematics. The practical part of the paper consists of lessons aimed at a partial realization of perceptivism-constructivism in the classroom. The lessons concern concepts and skills from the traditional secondary mathematics curriculum areas; arithmetic, algebra, elementary function theory and calculus. The paper concludes with a report on field tests of the materials in the secondary classrooms of the author.
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Renert, Moses Eitan. "Living mathematics education." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/36911.

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This dissertation searches for possible sources of life in mathematics pedagogy. It is motivated by my observation that much of mathematics education of today is obstructed by inertia. We teach mathematics today using methods and educational philosophies that have changed little in decades of practice, and we generally avoid the harder question of why do it at all? I use Wilber’s (1995) integral theory, a broad metatheory of psychosocial development, to conceptualize life in general, and aspects of life in mathematics education in particular. Wilber’s epistemological framework, called AQAL, describes reality as manifesting in four quadrants – subjective, objective, intersubjective, and interobjective – and in multiple developmental levels. I use AQAL to examine what is revealed about life in mathematics education through these perspectival lenses. The dissertation studies evolutionary dimensions of five related phenomena in mathematics education: purposes of teaching and learning mathematics, human relations in mathematics classes, the subject matter of mathematics, teachers’ mathematical knowledge, and ecological sustainability. I connect the diverse evolutions of these phenomena to reveal extant developmental pathologies in mathematics education, such as the Platonic barrier and excessive objectification. Moving beyond critique, the synthesis gestures toward a new emergent pedagogy – living mathematics education – that evolves mathematics education past these pathologies. The new pedagogy is elaborated through the examples of an instructional unit on circles and the participatory research methodology of concept study. I provide specific suggestions how living mathematics pedagogy may be practiced through dialogical classes, a new purpose of healing the world, a curriculum of sustainability, a skillful blending of Platonic and non-Platonic mathematics, and an improvisatory disposition towards teaching.
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Bergman, Ärlebäck Jonas. "Mathematical modelling in upper secondary mathematics education in Sweden." Doctoral thesis, Linköpings universitet, Tillämpad matematik, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-54318.

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

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Abdeljaber, Soha R. "High school mathematics teachers' perceptions of mathematics education in northwest Florida." Thesis, University of Phoenix, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3731744.

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In the United States, high school students have performed lower in mathematics than all the industrialized countries since the First International Study was administered in 1964. Studies revealed that a large number of high school graduates are not proficient in mathematics and are not ready for college mathematics or the workforce. This qualitative research intended to answer the question of why the U.S. high school students underperform in mathematics through teacher perceptions on the current curriculum and methods of instruction used in high school mathematics classes. The question was answered by exploring the perceptions of 12 high school mathematics teachers in northwest Florida through a survey of 16 open-ended questions and a focus group discussion that guided the research. Furthermore, the survey and focus group data were triangulated with teacher artifacts that included lesson plans. This resulted in an aggregate of 15 themes that included time, professional development, gap in the students’ knowledge, student encouragement, application to real world, resources, rigor, student encouragement, teacher collaboration, student ownership, standardized testing, traditional teaching, too many topics, two-tracks courses, practice and mental math, and student collaboration.

The findings of this research support the need to provide teachers with more time to teach, plan, and collaborate. Teachers also need more support from the educational leaders to provide professional development that will help teachers apply real-world, collaborative learning, and move away from the current traditional teaching that most of the participating teachers in this study prefer.

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

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This dissertation takes a qualitative look at the understanding of mathematical statements and proofs held by college students enrolled in a transitional course, a course designed to teach students how to write proofs in mathematics. I address the following three research questions: (1) What are students' understandings of the structure of mathematical statements? (2) What are students' understandings of the structure of mathematical proofs? (3) What concerns with the nature of proof do students express when writing proofs? Three individual interviews were held with each of the six participants of the study during the final month of the semester. The first interview was used to gain information about the students' mathematical backgrounds and their thoughts and beliefs about mathematics and proofs. The second and third interviews were task-based, in which the students were asked to write and evaluate proofs. In this dissertation, I document the students' attempts and verbal thoughts while proving mathematical statements and evaluating proofs. The results of this study show that the students often had difficulties interpreting conditional statements and quantified statements of the form, "There exists...for all..." These students also struggled with understanding the structure of proofs by contradiction and induction proofs. Symbolic logic, however, appeared to be a useful tool for interpreting statements and proof structures for those students who chose to use it. When writing proofs, the students tended to emphasize the need for symbolic manipulation. Furthermore, these students expressed concerns with what needs to be justified within a proof, what amount of justification is needed, and the role personal conviction plays within formal mathematical proof. I conclude with a discussion connecting these students' difficulties and concerns with the social nature of mathematical proof by extending the theoretical framework of the Emergent Perspective (Cobb & Yackel, 1996) to also include social norms, sociomathematical norms, and the mathematical practices of the mathematics community.
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Rodd, Mary Melissa. "Mathematical warrants, objects and actions in higher school mathematics." Thesis, Open University, 1998. http://oro.open.ac.uk/54372/.

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'Higher school mathematics' connotes typical upper secondary school and early college mathematics. The mathematics at this level is characterised by moves to (1) rigour in justification,(2) abstraction in content and (3) fluency in symbolic manipulation. This thesis investigates these three transitions - towards rigour, abstraction, and tluencyusing philosophical method: for each of the three transitions a proposition is presented and arguments are given in favour of that proposition. These arguments employ concepts and results from contemporary English language-medium philosophy and also rely crucially on classroom issues or accounts of mathematical experience both to elucidate meaning and for the domain of application. These three propositions, with their arguments, are the three sub-theses at the centre of the thesis as a whole. The first of these sub-theses (1) argues that logical deduction, quasi-empiricism and visualisation are mathematical warrants, while authoritatively based justification is essentially non-mathematical. The second sub-thesis (2) argues that the reality of mathematical entities of the sort encountered in the higher school mathematics curriculum is actual not metaphoric. The third sub-thesis (3) claims that certain 'mathematical action' can be construed as non-propositional mathematical knowledge. The application of these general propositions to mathematics in education yields the following: 'coming to know mathematics' involves:(1) using mathematical warrants for justification and self conviction; (2) ontological commitment to mathematical objects; and (3)developing a capability to execute some mathematical procedures automatically.
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Leung, King-shun, and 梁景信. "Pre-service teachers' attitudes towards mathematics and mathematics education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B30106515.

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Leung, King-shun. "Pre-service teachers' attitudes towards mathematics and mathematics education /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17595848.

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Books on the topic "Mathematics education"

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Dewar, Jacqueline, Pao-sheng Hsu, and Harriet Pollatsek, eds. Mathematics Education. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44950-0.

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Wolfmeyer, Mark. Mathematics Education. New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315269528.

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Wittmann, Erich Christian. Connecting Mathematics and Mathematics Education. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-61570-3.

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Doig, Brian, Julian Williams, David Swanson, Rita Borromeo Ferri, and Pat Drake, eds. Interdisciplinary Mathematics Education. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11066-6.

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Williams, Julian, Wolff-Michael Roth, David Swanson, Brian Doig, Susie Groves, Michael Omuvwie, Rita Borromeo Ferri, and Nicholas Mousoulides. Interdisciplinary Mathematics Education. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42267-1.

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Kollosche, David, Renato Marcone, Michel Knigge, Miriam Godoy Penteado, and Ole Skovsmose, eds. Inclusive Mathematics Education. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11518-0.

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1951-, Rassias Themistocles M., ed. Mathematics in education. La Verne, Calif: University of La Verne Press, 1992.

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Williams, Julian. Interdisciplinary Mathematics Education. Cham: Springer Nature, 2016.

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Skovsmose, Ole. Critical Mathematics Education. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-26242-5.

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Paul, Ernest, ed. Constructing mathematical knowledge: Epistemology and mathematics education. London: Falmer Press, 1994.

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Book chapters on the topic "Mathematics education"

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Sidoli, Nathan. "Mathematics Education." In A Companion to Ancient Education, 387–400. Hoboken, NJ: John Wiley & Sons, Inc, 2015. http://dx.doi.org/10.1002/9781119023913.ch26.

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Verschaffel, Lieven, and Brian Greer. "Mathematics Education." In Handbook of Research on Educational Communications and Technology, 553–63. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-3185-5_43.

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

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Furinghetti, Fulvia, José Manuel Matos, and Marta Menghini. "From Mathematics and Education, to Mathematics Education." In Third International Handbook of Mathematics Education, 273–302. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-4684-2_9.

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Davis, Brent, Krista Francis, and Sharon Friesen. "Mathematics." In STEM Education by Design, 35–52. New York: Routledge, 2019 |: Routledge, 2019. http://dx.doi.org/10.4324/9780429025143-3.

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Niss, Mogens. "Mathematics and Mathematics Education Policy." In Mathematics & Mathematics Education: Searching for Common Ground, 261–75. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-7473-5_15.

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Wittmann, Erich Christian. "The Mathematical Training of Teachers from the Point of View of Education." In Connecting Mathematics and Mathematics Education, 49–60. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61570-3_4.

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AbstractThe paper describes an approach to integrating the mathematical and educational components in teacher training which is based on elaborating educational and psychological aspects inherent in “good mathematics”.
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Krzywacki, Heidi, Leila Pehkonen, and Anu Laine. "Promoting Mathematical Thinking in Finnish Mathematics Education." In Miracle of Education, 109–23. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-776-4_8.

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Weber, Keith, and Matthew Inglis. "Mathematics Education Research on Mathematical Practice." In Handbook of the History and Philosophy of Mathematical Practice, 1–28. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-19071-2_88-1.

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Danielsson, Kristina, and Staffan Selander. "Mathematics." In Multimodal Texts in Disciplinary Education, 113–16. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-63960-0_11.

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Conference papers on the topic "Mathematics education"

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

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

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

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Shabanova, Maria. "EXPERIMENTAL MATHEMATICS AND MATHEMATICS EDUCATION." In SGEM 2014 Scientific SubConference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b13/s3.042.

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Greefrath, Gilbert, and Susana Carreira. "Mathematical Applications and Modelling in Mathematics Education." In The 14th International Congress on Mathematical Education. WORLD SCIENTIFIC, 2024. http://dx.doi.org/10.1142/9789811287152_0046.

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Tazawa, Y. "Experimental Education System of Mathematics based on Mathematica." In Proceedings of the Fifth International Mathematica Symposium. PUBLISHED BY IMPERIAL COLLEGE PRESS AND DISTRIBUTED BY WORLD SCIENTIFIC PUBLISHING CO., 2003. http://dx.doi.org/10.1142/9781848161313_0025.

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Carrera Viver, Geovanny. "Anxiety To Mathematics And Its Relationship With Mathematical Learning." In Psychosocial Risks in Education and Quality Educational Processes. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.06.7.

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Boistrup, Lisa Björklund, and Geoffrey Wake. "Mathematics Education in and for Work; Continuous Mathematics Education Including Adult Education." In The 14th International Congress on Mathematical Education. WORLD SCIENTIFIC, 2024. http://dx.doi.org/10.1142/9789811287152_0074.

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Xiaoyuan, Luo, and Liu Jun. "Review of Mathematical Modeling in Applied Mathematics Education." In 2013 Fourth International Conference on Intelligent Systems Design and Engineering Applications (ISDEA). IEEE, 2013. http://dx.doi.org/10.1109/isdea.2013.530.

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Bansilal, Sarah, Ratu Ilma Indira Putri, Vince Geiger, Bo Zhang, and Kathy O’Sullivan. "Mathematical Literacy, Numeracy and Competency in Mathematics Education." In The 14th International Congress on Mathematical Education. WORLD SCIENTIFIC, 2024. http://dx.doi.org/10.1142/9789811287152_0043.

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Reports on the topic "Mathematics education"

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

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The video lectures course is intended for full-time and part-time students enrolled in "Pedagogical education" direction, profile "Primary education" or "Primary education - Additional education". The course consists of four lectures on the section "Elements of Mathematical Logic" of the discipline "Theoretical Foundations of the Elementary Course in Mathematics" on the profile "Primary Education". The main lecture materials source is a textbook on mathematics for students of higher pedagogical educational institutions Stoilova L.P. (M.: Academy, 2014.464 p.). The content of the considered mathematics section is adapted to the professional needs of future primary school teachers. It is accompanied by examples of practice exercises from elementary school mathematics textbooks. The course assumes students productive learning activities, which they should carry out during the viewing. The logic’s studying contributes to the formation of the specified profile students of such professional skills as "the ability to carry out pedagogical activities for the implementation of primary general education programs", "the ability to develop methodological support for programs of primary general education." In addition, this section contributes to the formation of such universal and general professional skills as "the ability to perform searching, critical analysis and synthesis of information, to apply a systematic approach to solving the assigned tasks", "the ability to participate in the development of basic and additional educational programs, to design their individual components". The video lectures course was recorded at Irkutsk State University.
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Woodburn, Cynthia, and Nancy Zumoff. PascGalois Mathematics for Elementary Education Classroom Resources. Washington, DC: The MAA Mathematical Sciences Digital Library, July 2008. http://dx.doi.org/10.4169/loci002638.

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3

Lee, Rick. Advancing Pre-college Science and Mathematics Education. Office of Scientific and Technical Information (OSTI), May 2015. http://dx.doi.org/10.2172/1295811.

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4

Lovyanova, I. V. On Specific Character of Mathematical Education Content Selection at Subject-Specialised School. [б. в.], 2013. http://dx.doi.org/10.31812/0564/2377.

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The article dwells upon the issues of mathematics teaching as a subject training organisational process. Historical principles and tendencies concerning subject-specialised school creation in particular as well as Russian and soviet school practice are analysed in the article. Experience of differentiation process on the high stage of school education in such countries as France, Japan and the USA has been investigated. The main functions of a subject matter mastering conception at high school have been pointed out. Mathematical education is considered to be the principal component of comprehensive education as well as the factor influencing the quality of education at a higher educational establishment on the whole run. The peculiarities of mathematical education content at a subject-specialised school in different directions of mathematical training have been illuminated in the article along with the deep consideration of succession problem of both secondary comprehensive and higher school educational processes correspondingly, which, in their turn, are regarded as the possible ways of education quality improvement in terms of higher educational establishment (HEE). The constructional principles of educational courses in various mathematical subjects are defined in the article.
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Kramarenko, T. H., O. S. Pylypenko, and O. Yu Serdiuk. Digital technologies in specialized mathematics education: application of GeoGebra in Stereometry teaching. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4534.

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The purpose of the paper is to improve methodology of teaching Mathematics via the use of digital technologies. The task of the paper is to identify the issues that require a theoretical and experimental solution. The objective of the paper is the educational process in the higher education institution, the subject of the paper is modern ICT. The result of the study is the learning tools of pedagogically considered and adequate bending of conventional and modern learning environment implemented into the educational process. The possibilities of using cloud technologies and Dynamic Mathematics system GeoGebra in the educational process through Stereometry specialized training have been revealed. The use of GeoGebra Dynamic Mathematics in Stereometry teaching will favourably influence the formation of students’ STEM competencies. In order to encourage Mathematics and Computer Science teachers to implement effectively the elements of STEM education, it is suggested that cloud-based learning tools such as GeoGebra be used in the teaching process.
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Kramarenko, Tetiana H., Olha S. Pylypenko, and Vladimir I. Zaselskiy. Prospects of using the augmented reality application in STEM-based Mathematics teaching. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3753.

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The purpose of the study is improving the methodology of teaching Mathematics using cloud technologies and augmented reality, analyzing the peculiarities of the augmented reality technology implementing in the educational process. Attention is paid to the study of adaptation of Augmented Reality technology implementing in teaching mathematical disciplines for students. The task of the study is to identify the problems requiring theoretical and experimental solutions. The object of the study is the process of teaching Mathematics in higher and secondary education institutions. The subject of the study is augmented reality technology in STEM-based Mathematics learning. In the result of the study an overview of modern augmented reality tools and their application practices was carried out. The peculiarities of the mobile application 3D Calculator with Augmented reality of Dynamic Mathematics GeoGebra system usage in Mathematics teaching are revealed.
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Vlasenko, Kateryna V., Sergei V. Volkov, Daria A. Kovalenko, Iryna V. Sitak, Olena O. Chumak, and Alexander A. Kostikov. Web-based online course training higher school mathematics teachers. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3894.

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The article looks into the problem of theoretical aspects of using Web 2.0 technology in higher education. This paper describes answers of 87 respondents who have helped to identify the most required types of educational content for the integration to pages of the online course training higher school mathematics teachers. The authors carry out a theoretical analysis of researches and resources that consider the development of theoretical aspects of using web tools in higher education. The research presents the characteristics common to online courses, principles of providing a functioning and physical placement of online systems in webspace. The paper discusses the approaches of creating and using animated content in online systems. The authors describe the methods of publishing video content in web systems, in particular, the creation and use of video lectures, animation, presentations. This paper also discusses several of the existing options of integrating presentations on web pages and methods of integrating mathematical expressions in web content. It is reasonable to make a conclusion about the expediency of promoting online courses, the purpose of which is to get mathematics teachers acquainted with the technical capabilities of creating educational content developed on Web 2.0 technology.
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Bilous, Vladyslav V., Volodymyr V. Proshkin, and Oksana S. Lytvyn. Development of AR-applications as a promising area of research for students. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4409.

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The article substantiates the importance of using augmented reality in the educational process, in particular, in the study of natural and mathematical disciplines. The essence of AR (augmented reality), characteristics of AR hardware and software, directions and advantages of using AR in the educational process are outlined. It has proven that AR is a unique tool that allows educators to teach the new digital generation in a readable, comprehensible, memorable and memorable format, which is the basis for developing a strong interest in learning. Presented the results of the international study on the quality of education PISA (Programme for International Student Assessment) which stimulated the development of the problem of using AR in mathematics teaching. Within the limits of realization of research work of students of the Borys Grinchenko Kyiv University the AR-application on mathematics is developed. To create it used tools: Android Studio, SDK, ARCore, QR Generator, Math pattern. A number of markers of mathematical objects have been developed that correspond to the school mathematics course (topic: “Polyhedra and Functions, their properties and graphs”). The developed AR tools were introduced into the process of teaching students of the specialty “Mathematics”. Prospects of research in development of a technique of training of separate mathematics themes with use of AR have been defined.
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Näslund-Hadley, Emma, Juan Manuel Hernández Agramonte, Carolina Méndez, and Fernando Fernandez. Remote Parent Coaching in Preschool Mathematics: Evidence from Peru. Inter-American Development Bank, August 2022. http://dx.doi.org/10.18235/0004403.

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We evaluate the effects of a 10-week intervention that randomly provided access to remote coaching to parents of preschool children over the summer break in Peru. In response to learning losses during COVID-19 induced school closures, education coaches offered guidance and encouragement to parents in activities aimed to accelerate the development of core mathematical skills. We find that the intervention improved mathematics cognitive outcomes by 0.12 standard deviations. Moreover, we show that remote coaches increase the likelihood and frequency of parental engagement in mathematics-related activities, suggesting that learning gains are driven by higher parental involvement in child skill development.
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Zhylenko, Tetyana I. Auto Checker of Higher Mathematics - an element of mobile cloud education. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3895.

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