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Journal articles on the topic 'Mathematics laboratory'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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1

Lalli, Laura Tedeschini. "Mathematical Machines: A Laboratory for Mathematics." Nexus Network Journal 11, no. 2 (July 2009): 317–24. http://dx.doi.org/10.1007/s00004-009-0095-4.

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2

Lee, Sang-Gu, Jae Hwa Lee, Jun H. Park, and Eung-Ki Kim. "Interactive Engineering Mathematics Laboratory." Communications of Mathematical Education 30, no. 3 (September 30, 2016): 281–94. http://dx.doi.org/10.7468/jksmee.2016.30.3.281.

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3

Bussi, Maria G. Bartolini. "Mathematical Laboratory: Semiotic mediation and cultural artefacts in the mathematics classroom." Teaching Mathematics and Computer Science 18, no. 4 (October 29, 2020): 183–95. http://dx.doi.org/10.5485/tmcs.2020.0476.

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4

Summit, Raymond. "A computer laboratory program in engineering mathematics to enhance mathematical conceptualisation." ANZIAM Journal 51 (June 2, 2010): 280. http://dx.doi.org/10.21914/anziamj.v51i0.2616.

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5

QUESADA, JOSÉFCO CARBALLIDO. "The Mathematics Laboratory in Engineering Studies." European Journal of Engineering Education 11, no. 2 (January 1986): 187–90. http://dx.doi.org/10.1080/03043798608939295.

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6

Istiandaru, A., V. Istihapsari, R. C. I. Prahmana, F. Setyawan, and A. Hendroanto. "Characteristics of manipulative in mathematics laboratory." Journal of Physics: Conference Series 943 (December 2017): 012023. http://dx.doi.org/10.1088/1742-6596/943/1/012023.

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7

Pedrotti, Leon S., and John D. Chamberlain. "CORD Applied Mathematics: Hands-On Learning in Context." Mathematics Teacher 88, no. 8 (November 1995): 690a—707. http://dx.doi.org/10.5951/mt.88.8.690a.

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My and José are hurrying to their morning mathematic class. They are excited! Today they are scheduled to do a mathematics-laboratory assignment. Twice a week, their classroom turns into a laboratory where they use real measuting equipment—such as a vernier caliper, a carpenter's square, or a stopwatch. They collect and analyze data. They ee just how the mathematics they learn in the classroom helps them solve real-world problems. They really like these assignments.
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8

Powers, Vicki. "Mathematics for the Clinical Laboratory (2nd edn)." Annals of Clinical Biochemistry: International Journal of Laboratory Medicine 49, no. 5 (June 11, 2012): 512–13. http://dx.doi.org/10.1258/acb.2012.201208.

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9

Cuomo, Salvatore, Ardelio Galletti, and Gabriele Guerriero. "An interdisciplinary laboratory in mathematics and music." Applied Mathematical Sciences 8 (2014): 6709–16. http://dx.doi.org/10.12988/ams.2014.49685.

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10

Basson, Alex, Steven G. Krantz, and Blake Thornton. "A NEW KIND OF INSTRUCTIONAL MATHEMATICS LABORATORY." PRIMUS 16, no. 4 (December 2006): 332–48. http://dx.doi.org/10.1080/10511970608984156.

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11

Powell, Jennifer R. "WRITING HYPERTEXT LABORATORY EXERCISES FOR MATHEMATICS CLASSES." PRIMUS 7, no. 3 (January 1997): 277–88. http://dx.doi.org/10.1080/10511979708965869.

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12

Mathews, John H. "Rational approximation in an educational mathematics laboratory." Computers & Education 14, no. 1 (January 1990): 31–34. http://dx.doi.org/10.1016/0360-1315(90)90019-4.

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13

Di Sia, Paolo. "The Laboratory of Mathematics in Primary School: A Practical Approach for Understanding and Learning." International Letters of Social and Humanistic Sciences 44 (December 2014): 21–28. http://dx.doi.org/10.18052/www.scipress.com/ilshs.44.21.

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The skills of mathematical nature are currently necessary and fundamental to properly understand and adequately use the increasing amount of scientific and technological knowledge of everyday life. In this work we introduce interesting results of current research about the importance of the connection between the natural intuitive mathematics and the “scholastic mathematics”, putting it on a motivating and meaningful basis for the students already by the first year of primary school. To do this, a didactics of laboratory is useful, i.e. a practical approach for better understanding and using the formal approach. Through the mathematics laboratory it is possible to create activities, which support the transition from intuitive notions and early elementary operational levels to more advanced forms of thought. The laboratory of mathematics is understood both as physical place and as a moment in which the child is active, discusses and argues their own choices, does experimentation and learns how to collect data and to compare them with the models. In conclusion some examples of mathematics laboratory activities for the first primary class are also given.
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14

Wiyanti, Dian Tri, David Mubarok, and Muhammad Zuhair Zahid. "File Sharing System Using Samba For Mathematics Laboratory." Jurnal Transformatika 15, no. 2 (January 23, 2018): 114. http://dx.doi.org/10.26623/transformatika.v15i2.759.

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In the computer laboratory of Mathematics Department previously installed in the network of Novell Netware 5 operating system. But file sharing problem is when client upgrades the operating system. The server can not be accessed from the client. So finally the data management was decided not to go through the server. Another constraint is not being able to update regularly, so it certainly will be vulnerable to viruses. Within 1 month required to re-install twice because of virus attacks, malware, and others. The idea is to build a network which is server-based integrated, and make improvements on the server side system more effective and efficient, and safe from hackers or viruses. This research also contributes to the realization of green computing that supports the commitment of college conservation.
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15

Sherard, Wade H. "Teacher Education: Mathematics Methods in a Laboratory Setting." Arithmetic Teacher 33, no. 1 (September 1985): 48–49. http://dx.doi.org/10.5951/at.33.1.0048.

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In our sequence of mathematics courses for th e elementary school teacher, mathematics content is integrated with discussion of teaching methods and materials. We have found that the methods portion of these courses, which concern the teaching of informal geometry, measurement, probability, and statistics, can be taught very effectively in a math lab setting, where the emphasis is on active involvement of the student and on the use of concrete, manipulative materials.
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16

Hidayah, I., and Wiyanto. "The role of mathematics in designing laboratory activity." Journal of Physics: Conference Series 1170 (March 2019): 012035. http://dx.doi.org/10.1088/1742-6596/1170/1/012035.

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17

White, James D., and Jenna P. Carpenter. "Integrating Mathematics into the Introductory Biology Laboratory Course." PRIMUS 18, no. 1 (January 17, 2008): 22–38. http://dx.doi.org/10.1080/10511970701753415.

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18

Das, Kaushik. "Significant of Mathematics Laboratory Activities for Teaching and Learning." International Journal on Integrated Education 2, no. 5 (October 16, 2019): 19–25. http://dx.doi.org/10.31149/ijie.v2i5.127.

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Abstract:The present study examined the significance of the Mathematics Laboratory for Mathematics teaching in Schools, Colleges & Teacher Training Institutes in India. Researchers present the overview of Math-Lab for effective mathematics teaching and discuss the important roles of the mathematics laboratory for mathematics learning. The mathematics laboratory classroom solves this problem by combining these environments. Laptop computers address the needs of software and networking but there are fewer pro levels that help maintain a more balanced classroom environment. In the teaching and learning of mathematics, the mathematics laboratory, with the support and companionship of both the student-teachers, can play a significant role and can have a significant impact on the progress of the students in mathematics. The main objective of the present study is to find out the major factors of Mathematics Laboratory in Mathematics-Education. This study discusses the concepts of mathematics in the classroom, the mathematics laboratory and its importance, and how to use the mathematics laboratory for trained teachers, from beginning to elementary level mathematics education. The methodology of the study is a mixed type involving an interpretative approach where qualitative data were collected and study secondary sources, like books, articles, journals, thesis, university news, expert opinion, and websites, etc. Finally, meaningful suggestions are offered.
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19

Lake, Willem. "Success in Mathematics for All Students: A New Approach to High School Mathematics." Australian Educational and Developmental Psychologist 4, no. 2 (November 1987): 28–29. http://dx.doi.org/10.1017/s0816512200025670.

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While visiting Europe in 1986 I had the opportunity to observe an exciting educational experiment in Vienna. Dr. Guttmann, professor of biology and Dr. Vanecek, professor of psychology, worked together at the Boltzmann Institute for Learning Research to apply the latest psycho-biological findings to education. First they did this under laboratory conditions and later they proposed workable classroom procedures. In the laboratory they used “Cortical Evoked Potentials” to determine students’ activation levels and how they could alter these to improve their learning retention. From this they developed a model of classroom instruction.
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20

Gelletly, W. "Daresbury Laboratory." Measurement Science and Technology 3, no. 2 (February 1, 1992): 239–42. http://dx.doi.org/10.1088/0957-0233/3/2/018.

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21

Brereton, Richard G., and S. J. Haswell. "Chemometrics: applications of mathematics and statistics to laboratory systems." Analytica Chimica Acta 249, no. 2 (1991): 563–64. http://dx.doi.org/10.1016/s0003-2670(00)83035-4.

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22

Cheong, Kang Hao, and Jin Ming Koh. "Integrated Virtual Laboratory in Engineering Mathematics Education: Fourier Theory." IEEE Access 6 (2018): 58231–43. http://dx.doi.org/10.1109/access.2018.2873815.

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23

Smith, Patricia L. "Chemometrics: Applications of Mathematics and Statistics to Laboratory Systems." Technometrics 35, no. 3 (August 1993): 330–31. http://dx.doi.org/10.1080/00401706.1993.10485338.

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24

Richter, Thomas, Stephan Rudlof, B. Adjibadji, Heiko Bernlöhr, Christoph Grüninger, Claus‐Dieter Munz, Andreas Stock, Christian Rohde, and Rainer Helmig. "ViPLab: a virtual programming laboratory for mathematics and engineering." Interactive Technology and Smart Education 9, no. 4 (November 23, 2012): 246–62. http://dx.doi.org/10.1108/17415651211284039.

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25

Westerberg, Judy, and Jack Whiting. "Popcorn: An Explosive Mixture of General Mathematics and General Science." Mathematics Teacher 85, no. 4 (April 1992): 306–8. http://dx.doi.org/10.5951/mt.85.4.0306.

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The linking of mathematics, science, and writing in an integrated, discovery-based environment builds a supportive classroom atmosphere in which students can learn to tackle the unfamiliar. Through the use of the laboratory approach, mathematical insight and intuition can be developed in a real-life situation.
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26

Perham, Arnold E., and Faustine L. Perham. "Looking to Mars for Mathematics Connections." Mathematics Teacher 104, no. 5 (December 2010): 344–49. http://dx.doi.org/10.5951/mt.104.5.0344.

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27

Perham, Arnold E., and Faustine L. Perham. "Looking to Mars for Mathematics Connections." Mathematics Teacher 104, no. 5 (December 2010): 344–49. http://dx.doi.org/10.5951/mt.104.5.0344.

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28

Kraines, Vivian Y. "INTEGRATED CALCULUS LABORATORY." PRIMUS 4, no. 2 (January 1994): 163–72. http://dx.doi.org/10.1080/10511979408965746.

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29

Ebrahimi-Fard, Kurusch, and José M. Gracia-Bondía. "Harmonium as a laboratory for mathematical chemistry." Journal of Mathematical Chemistry 50, no. 3 (May 1, 2011): 440–54. http://dx.doi.org/10.1007/s10910-011-9822-7.

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30

Glen, John A., and Leon J. Walker. "Knowledge engineering in an undergraduate mathematical sciences laboratory." International Journal of Mathematical Education in Science and Technology 16, no. 3 (May 1985): 355–64. http://dx.doi.org/10.1080/0020739850160304.

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31

Kilduff, J., J. X. Liu, and S. J. Komisar. "Membrane-based gas transfer: an environmental engineering laboratory." Water Science and Technology 49, no. 8 (April 1, 2004): 49–56. http://dx.doi.org/10.2166/wst.2004.0485.

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We propose an educational experience in which students design a membrane gas transfer reactor, construct a bench-scale version in the laboratory, and employ the reactor to measure mass transfer coefficients. The membrane reactor is useful for teaching mass transfer principles because the mass transfer interface is well defined and easily observed. The system can be modeled successfully using straightforward mathematics. The reactor can be designed and constructed by students, using the mathematical model as a basis, providing insight into the physical meaning of model parameters. The proposed membrane system can be readily operated to obtain data that can be employed to develop or modify existing mass transfer correlations. This can provide students with significant insight into the development of mass transfer correlations and how the constants in such correlations are typically determined. These features help promote a deeper understanding of mass transfer principles.
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32

Skobelev, D. O., T. M. Zaytseva, A. D. Kozlov, V. L. Perepelitsa, and A. S. Makarova. "Laboratory information management systems in the work of the analytic laboratory." Measurement Techniques 53, no. 10 (January 2011): 1182–89. http://dx.doi.org/10.1007/s11018-011-9638-7.

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33

Barta, Jim, and Linda L'Ai. "Galleons, Magic Potions, and Quidditch: The Mathematics of Harry Potter." Teaching Children Mathematics 11, no. 4 (November 2004): 210–16. http://dx.doi.org/10.5951/tcm.11.4.0210.

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“All aboard the Hogwarts Express!” shout the students busily immersed in their studies. No, this is not a casting call for young actors and actresses living out their fantasies of starring in a new Harry Potter movie. Rather, the children are studying mathematics at the Edith Bowen Laboratory School in Logan, Utah. These fourth-grade students are developing mathematical activities around the topic of the child magician Harry Potter.
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34

Borisov, V. E., E. V. Zenchenko, B. V. Kritsky, E. B. Savenkov, M. A. Trimonova, and S. B. Turuntaev. "Numerical Simulation of Laboratory Experiments on the Analysis of Filtration Flows in Poroelastic Media." Herald of the Bauman Moscow State Technical University. Series Natural Sciences, no. 1 (88) (February 2020): 16–31. http://dx.doi.org/10.18698/1812-3368-2020-1-16-31.

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The work is devoted to mathematical simulation of laboratory experiments on the single-phase fluid displacement in synthetic porous samples. The basis of the mathematical model used is the system of poroelasticity equations in terms of the Biot's model, which implies that the processes of fluid filtration and the dynamics of changes in the stress-strain state of a continuous medium are considered together in the framework of a single coupled statement. For simulation, the software package developed at the Keldysh Institute of Applied Mathematics, Russian Academy of Sciences, was used. The laboratory experiments considered in this work were performed at the Institute of Geosphere Dynamics, Russian Academy of Sciences. The mathematical model used is briefly presented; the main computational algorithms and the features of their software implementation are described. A detailed description of the laboratory set-up, laboratory experiments themselves and their results are given. A significant part of the work is devoted to the problem statement description in terms of mathematical simulation. The results of calculations are presented; the calculated and experimentally observed dependencies are compared. The possible causes of the observed deviations are analyzed.
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35

Piessens, R., J. Lewi, E. Steegmans, T. Grootaers, and G. Engelen. "ABACUS: a powerful tool in a mathematical sciences laboratory." International Journal of Mathematical Education in Science and Technology 20, no. 2 (March 1989): 197–224. http://dx.doi.org/10.1080/0020739890200201.

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36

Rambely, Azmin Sham, and F. A. Paujian. "Transformation of Mathematics Learning: Taman Paku-Pakis as a Learning Laboratory." Procedia - Social and Behavioral Sciences 59 (October 2012): 150–56. http://dx.doi.org/10.1016/j.sbspro.2012.09.259.

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37

Childress, Stephen, Michael Shelley, and Jun Zhang. "Fluid-Structure Interactions: Research in the Courant Institute's Applied Mathematics Laboratory." Communications on Pure and Applied Mathematics 65, no. 12 (September 27, 2012): 1697–721. http://dx.doi.org/10.1002/cpa.21426.

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38

Ulya, Himmatul, and Sekar Dwi Ardianti. "Pembuatan Laboratorium Media Berbasis Lingkungan dan Keunggulan Lokal Kudus." JPM (Jurnal Pemberdayaan Masyarakat) 5, no. 1 (April 8, 2020): 365–72. http://dx.doi.org/10.21067/jpm.v5i1.3677.

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The existence of a laboratory in Primary School 4 Karangbener (SD 4 Karangbener) was not used for learning but was converted into a warehouse. Lack of knowledge and skills of teachers and students in utilizing the environment and local superiority of Kudus to develop learning media and Mathematics and Natural sciences games cause a lack of media availability. This causes the teacher to dominate the implementation of learning so that student learning activities become low. The purpose of this mentoring activity is to design a laboratory that is available to be an environmentally based Mathematics and Natural Sciences media laboratory and Kudus local excellence. It aims to improve teacher skills in developing learning media and Mathematics and Natural Sciences games and student learning activities. The method used in this activity is to provide interactive training and mentoring. The results of this activity are that teachers and students can create and use learning media and games for Mathematics and Natural Sciences based on Kuduslocal excellence, teachers can reconstruct laboratory space and can utilize laboratory space through the implementation of Mathematics and Natural Sciences learning.
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39

Farias, Valcir, Kleber A. C. da Silva, Carmem L. B. S. de Almeida, and Kalil B. S. de Almeida. "Use of Physical Education Classes as a Didactic Laboratory for Teaching Mathematics." International Journal for Innovation Education and Research 8, no. 6 (June 1, 2020): 471–80. http://dx.doi.org/10.31686/ijier.vol8.iss6.2443.

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The research objective of this study was to evaluate the use of Physical Education classes as didactic laboratory for lessons in Mathematics, presenting an alternative way to conduct classes, mainly of quadratic functions, illustrating basic concepts such as graphs plotting and determination coefficients, analyze if such use achieves some of the goals of using a Didactic Laboratory in addition to research ways to interdisciplinary with Physics. Discusses an action in which students work in groups to solve problems proposed based on empirical data obtained through play activities and measures of athletics values practiced by the students allowing may have the opportunity to produce arguments and more meaningful answers, which would improve the overall learning. The athletics and recreational activities are then used as problematic objects both empirically and qualitatively. As a result, it was observed that some of the objectives of a Didactic Laboratory are achieved when using the Physical Education classes and it appears that this feature is much more available in public schools than they are equipped with a science laboratory.
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40

Pokharel, Jagat Krishna. "Pedagogical Practice in Teaching - Learning Mathematics in Secondary in School Level." Rupantaran: A Multidisciplinary Journal 3 (October 2, 2020): 43–50. http://dx.doi.org/10.3126/rupantaran.v3i0.31740.

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This article reflects about the effective and concrete learning of mathematics with the help of self-devised innovative activities, worksheets, project experiments and teaching aids. The present research shows if maximum participation of students is ensured -either in the mathematics laboratory activities or class room interactive questioning sessions like that of quiz- is really joyful learning of the subject. `Learning by doing` is very effective methodology in teaching learning process as the experience gained meticulously (Krockover, 1997). It remains permanently fixed in the minds of the children. Thus, innovative teaching aids and projects of mathematic laboratory plays a vital role in the conceptualization process. Some researchers emphasize on the children`s experience of school education that must be linked with the life outside the school. It brings joyful experience in the learning. Keeping this in mind, several opportunities are provided to students to construct their systematic knowledge by engaging them in activities, experiment, field visits, discussion with peers and teachers, group works, brainstorming sessions, collecting information from different sources, inquiring, listening, thinking and so on. The students are encouraged and allowed to share and explain their ideas and ask, pose and frame questions. Appropriate innovative tools and techniques are applied depending on the situation and requirement.
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41

Kaplon, Howard S., and Daniel J. Richman. "The Applied Mathematics Laboratory Introducing realism to an undergraduate, liberal arts environment." International Journal of Mathematical Education in Science and Technology 21, no. 4 (July 1990): 531–40. http://dx.doi.org/10.1080/0020739900210403.

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42

Barzykina, Irina. "Chemistry and Mathematics of the Belousov–Zhabotinsky Reaction in a School Laboratory." Journal of Chemical Education 97, no. 7 (June 2, 2020): 1895–902. http://dx.doi.org/10.1021/acs.jchemed.9b00906.

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43

Dongarra, Jack. "Advanced Computing Research Facility, Mathematics and Computer Science Division, Argonne National Laboratory." International Journal of Supercomputing Applications 3, no. 4 (December 1989): 6–8. http://dx.doi.org/10.1177/109434208900300402.

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44

Smit, H. C. "Chemometrics. Applications of mathematics and statistics to laboratory systems, by R.G. Brereton." Chemometrics and Intelligent Laboratory Systems 11, no. 1 (May 1991): 104–5. http://dx.doi.org/10.1016/0169-7439(91)80014-h.

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45

Sawbridge, Jenny L., Haseeb K. Qureshi, Matthew J. Boyd, and Angus M. Brown. "Revision workshops in elementary mathematics enhance student performance in routine laboratory calculations." Advances in Physiology Education 38, no. 3 (September 2014): 239–45. http://dx.doi.org/10.1152/advan.00036.2014.

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The ability to understand and implement calculations required for molarity and dilution computations that are routinely undertaken in the laboratory are essential skills that should be possessed by all students entering an undergraduate Life Sciences degree. However, it is increasingly recognized that the majority of these students are ill equipped to reliably carry out such calculations. There are several factors that conspire against students' understanding of this topic, with the alien concept of the mole in relation to the mass of compounds and the engineering notation required when expressing the relatively small quantities typically involved being two key examples. In this report, we highlight teaching methods delivered via revision workshops to undergraduate Life Sciences students at the University of Nottingham. Workshops were designed to 1) expose student deficiencies in basic numeracy skills and remedy these deficiencies, 2) introduce molarity and dilution calculations and illustrate their workings in a step-by-step manner, and 3) allow students to appreciate the magnitude of numbers. Preworkshop to postworkshop comparisons demonstrated a considerable improvement in students' performance, which attenuated with time. The findings of our study suggest that an ability to carry out laboratory calculations cannot be assumed in students entering Life Sciences degrees in the United Kingdom but that explicit instruction in the form of workshops improves proficiency to a level of competence that allows students to prosper in the laboratory environment.
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46

Bellinger, David B., Marci S. DeCaro, and Patricia A. S. Ralston. "Mindfulness, anxiety, and high-stakes mathematics performance in the laboratory and classroom." Consciousness and Cognition 37 (December 2015): 123–32. http://dx.doi.org/10.1016/j.concog.2015.09.001.

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47

Hasanah, Uswatun, Susilahudin Putrawangsa, and Siti Hikmatussani. "PENGGUNAAN LABORATORIUM MATEMATIKA SEBAGAI SUMBER BELAJAR MAHASISWA: STUDI KASUS DI LABORATORIUM MATEMATIKA IAIN MATARAM." Jurnal Tatsqif 14, no. 1 (June 28, 2016): 90–102. http://dx.doi.org/10.20414/jtq.v14i1.24.

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The recent study intends to describe the usefulness of mathematics laboratory as learning resource for students at Mathematics Department IAIN Mataram. It is a qualitative descriptive research. The finding shows that the laboratory has been used relatively well as learning resource for students even though there are some obstacles faced by students. It is also found some alternate solutions to address the obstacles in order to maximize the usefulness of laboratory as learning resource.
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48

Apriana, Aulia, Sri Rachmajanti, and Evynurul Laily Zen. "ACQUIRING ENGLISH THROUGH MATHEMATICS: A CASE STUDY ON A BILINGUAL EDUCATION." J-ELLiT (Journal of English Language, Literature, and Teaching) 2, no. 1 (June 29, 2018): 1. http://dx.doi.org/10.17977/um046v2i1p1-4.

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Abstract: This study aims at examining the process acquiring a second language through Mathematics subject among the students of Laboratory Primary School of Universitas Negeri Malang, which is a university-based laboratory primary school whose curriculum reflects the result of a synergy between the National Curriculum of Indonesia and International Framework. In this school, English becomes the medium of instruction in two school subjects, Science and Mathematics. The design of the study is descriptive qualitative which attempts to describe the process of acquiring English through Mathematics class. The subjects in this study were 16 third graders who belong to the International Class Program (ICP). The results of the analysis showed that the students’ language comprehension was in fact greater than their language production. Finally, it is concluded that teaching Mathematics in English facilitates the learners’ attempt in learning English.
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49

Brilleslyper, Michael A. "PREPARING NEW INSTRUCTORS TO TEACH COLLEGE MATHEMATICS COURSES: AN OBJECTIVE-BASED TEACHING LABORATORY." PRIMUS 12, no. 2 (January 2002): 181–91. http://dx.doi.org/10.1080/10511970208984026.

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50

Maschietto, Michela. "THE ARITHMETICAL MACHINE ZERO + 1 IN MATHEMATICS LABORATORY: INSTRUMENTAL GENESIS AND SEMIOTIC MEDIATION." International Journal of Science and Mathematics Education 13, S1 (December 21, 2013): 121–44. http://dx.doi.org/10.1007/s10763-013-9493-x.

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