Academic literature on the topic 'Mathematics syllabus'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Mathematics syllabus.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Mathematics syllabus"
Vlasenko, K., O. Rovenska, I. Lovianova, N. Tarasenkova, and V. Achkan. "A Learner-Centered Syllabus-Based Approach to engaging master students into research activity." Journal of Physics: Conference Series 2288, no. 1 (June 1, 2022): 012019. http://dx.doi.org/10.1088/1742-6596/2288/1/012019.
Full textPrice, Nigel. "Statistics in the AEB Mathematics Coursework Syllabus." Teaching Statistics 14, no. 2 (June 1992): 26–27. http://dx.doi.org/10.1111/j.1467-9639.1992.tb00222.x.
Full textPrice, Nigel. "Assessment for an advanced mathematics coursework syllabus." International Journal of Mathematical Education in Science and Technology 23, no. 5 (September 1992): 657–63. http://dx.doi.org/10.1080/0020739920230503.
Full textAlemayehu Wole, Getinet, Solomon Fufa, and Yilfashewa Seyoum. "Evaluating the Content Validity of Grade 10 Mathematics Model Examinations in Oromia National Regional State, Ethiopia." Education Research International 2021 (December 21, 2021): 1–11. http://dx.doi.org/10.1155/2021/5837931.
Full textNurhasanah, Eva Novita, Yenita Roza, and Sehatta Saragih. "DEVELOPMENT OF LEARNING INSTRUMENTS OF PROBLEM BASED LEARNING INVOLVING MATHEMATICAL PROBLEM SOLVING ABILITY OF STUDENTS IN 8TH GRADE SMP/MTs FOR LINEAR SYSTEMS WITH TWO VARIABLES MATTER." Jurnal Prinsip Pendidikan Matematika 2, no. 2 (May 31, 2020): 68–78. http://dx.doi.org/10.33578/prinsip.v2i2.55.
Full textFaisal Bakti and Rezi Ariawan. "DEVELOPMENT OF MATHEMATICAL LEARNING DEVICES BASED ON THE POE (PREDICTION, OBSERVATION, EXPLANATION) MODEL IN THE MATERIAL OF CONSTRUCTING FLAT SIDE SPACES." Mathematics Research and Education Journal 5, no. 1 (February 28, 2021): 14–20. http://dx.doi.org/10.25299/mrej.2021.vol5(1).9208.
Full textGlencross, Michael J., and John Oliver. "An Analysis of Teachers' Opinions of a Senior Primary Mathematics Syllabus." Psychological Reports 75, no. 3 (December 1994): 1347–53. http://dx.doi.org/10.2466/pr0.1994.75.3.1347.
Full textFitria, Rahmi, Nahor Murani Hutapea, and H. Zulkarnain H. Zulkarnain. "Development of Mathematics Learning Devices by Applying Problem Based Learning to Increase Students Mathematical Solving Skills of Class VII Junior High School." Journal of Educational Sciences 4, no. 2 (April 23, 2020): 368. http://dx.doi.org/10.31258/jes.4.2.p.368-379.
Full textPertiwi, Wiyana, Yenita Roza, and Putri Yuanita. "Development of Mathematics Learning Tools with Problem Based Learning Model on Matrix Material to Facilitate Students' Critical Thinking Ability." Journal of Educational Sciences 5, no. 1 (January 24, 2021): 156. http://dx.doi.org/10.31258/jes.5.1.p.156-165.
Full textPutri, Shania Uthami, and Atma Murni. "DEVELOPMENT OF MATHEMATICS LEARNING DEVICES BASED ON PROBLEM BASED LEARNING MODELS ON THE MATERIAL OF POLYHEDRON TO FACILITATE MATHEMATICS PROBLEM-SOLVING ABILITY FOR SMP/MTS STUDENTS." Jurnal Prinsip Pendidikan Matematika 4, no. 1 (November 30, 2021): 1–8. http://dx.doi.org/10.33578/prinsip.v4i1.93.
Full textDissertations / Theses on the topic "Mathematics syllabus"
Levy, Andrea S. "Secondary mathematics teacher education : a methods course syllabus /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7636.
Full textDeliwe, Mawonga Christopher Columbus. "Syllabus differentiation in mathematics in Ciskei : the reality as against intention." Thesis, Rhodes University, 1989. http://hdl.handle.net/10962/d1001436.
Full textBreetzke, Peter Roland. "Sequence in the mathematics syllabus : an investigation of the Senior Secondary Mathematics Syllabus (July 1984) of the Cape Education Department attempting to reconcile the demands of the strictly mathematical order and the developmental needs of pupils, modified by the mathematical potential of the electronic calculator : some teaching strategies resulting from new influences in the syllabus." Thesis, Rhodes University, 1988. http://hdl.handle.net/10962/d1001430.
Full textCampbell, Alistair B. "Using hypermedia to improve the dissemination and accessibility of syllabus documents with particular reference to primary mathematics." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1993. https://ro.ecu.edu.au/theses/1157.
Full textBichel, Michael. "En studie av läroböckers implementering av kursplanernas vardagslivsrelaterade anvisningar via textuppgifter." Thesis, Linnéuniversitetet, Institutionen för datavetenskap, fysik och matematik, DFM, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-26552.
Full textDå läroboken har en dominerande roll i den svenska matematikundervisningen är det av vikt att dessa böcker har ett fokus på vardagslivskopplingen som motsvarar budskapet i kursplanerna samt ger eleverna exempel på matematikens vardagliga tillämpningsområden. Syftet med denna kvalitativa fallstudie av fyra slumpmässigt valda läroböcker i matematik för årskurs 9, utgivna under 60-, 70-, 80- och 90-talet, ur vilka ett stratifierat slumpmässigt urval av textuppgifter dragits, är att studera förekomsten av vardagsrelaterade textuppgifter samt hur läroböckerna uppfyller anvisningarna i kursplanerna rörande den vardagslivsrelaterade kopplingen. Resultatet visar att andelen uppgifter som utgörs av textuppgifter har ökat stadigt från 60- till 90-talet i de studerade läroböckerna samtidigt som de vardagsrelaterade uppgifternas andel av textuppgifterna har minskat. Beträffande kursplanernas anvisningar är det övergripande intrycket att tämligen lite har implementerats via textuppgifterna.
Rohlin, Emma, and Julia Österholm. "Matematik, språk och läroplaner: En kritisk diskursanalys." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33498.
Full textRibeiro, Luciane Nunes. "Uma análise do movimento de constituição da ementa da disciplina de álgebra linear na licenciatura em matemática." Universidade Federal de Goiás, 2018. http://repositorio.bc.ufg.br/tede/handle/tede/9051.
Full textApproved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-11-12T13:10:00Z (GMT) No. of bitstreams: 2 Dissertação - Luciane Nunes Ribeiro - 2018.pdf: 1973828 bytes, checksum: b219699558677772c9abb1ebe0b5d42f (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)
Made available in DSpace on 2018-11-12T13:10:00Z (GMT). No. of bitstreams: 2 Dissertação - Luciane Nunes Ribeiro - 2018.pdf: 1973828 bytes, checksum: b219699558677772c9abb1ebe0b5d42f (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-09-20
This research analyzes the constitution's movements of the University in Europe and in Brazil; the creation of Mathematics’ first course in Brazil; the constitution of the contents which make up the Linear Algebra discipline syllabus and, finally, its current discipline syllabus in the presential courses in Mathematics Degree of the Brazilian Federal Universities. The purpose of the mentioned analysis is to answer the following research question: how did occur the contents' constitution that compose the syllabus of Linear Algebra in Mathematics degrees of Brazilian Federal Universities? In order to reach this objective, the bibliographical and documentary study were used as methodology, especially classical, history and yearbooks, legislation and the syllabus. The theoretical reference is based on Historical-Cultural Theory assumptions, which is scientific, but also political (MOURA, 2017; VYGOTSKI, 1995; CEDRO, 2008; OLIVEIRA, 2002; ZANELLA, 2007), through the study of logical- historical movement – defended by Kopnin, 1978; Sousa, Panossian, Cedro, 2014; Sousa, 2004; Fazenda, 2000 – of Algebra Linear discipline constitution, according to Pires, 2006; Dorier, 2000, Silva, 2003; Moore, 1995. It was necessary to understand the reasons of its inclusion in the university context and its contribution to the professional formation of Mathematics teacher, according to Bastos (1980; 2006), Boyer (1974), Cavalari (2012), Celestino (2000), Garding (1981), Kopnin (1978), Caraça (1959), Ríbnikov (1987), Tubino (1984), Kleiner (2007), among others. It was analyzed 55 Federal Brazilian Universities that offer presential course of Degree in Mathematics. As categories of analysis were stablished the content of syllabus, the workload and the basic bibliographic reference of compulsory discipline of Linear Algebra of these institutions. As more relevant conclusions, it was observed that Linear Algebra began to be developed and taught in Universities to solve practical problems of diverse intellectuals of engineering and exact sciences, and that the transfer of its indexes in an unrelated way may contribute to the difficulties in teaching and learning process present in this discipline.
Matemática das Universidades Federais Brasileiras. O objetivo dessa análise é o de responder à seguinte questão de pesquisa: como se deu a constituição dos conteúdos que compõem a ementa da disciplina de Álgebra Linear nos cursos de Licenciatura em Matemática das Universidades Federais Brasileiras? Para atingir o objetivo, utilizou-se como metodologia o estudo bibliográfico e documental, mormente de obras clássicas, livros de história, anuários, legislação e ementas. O referencial teórico é pautado nos pressupostos da Teoria Histórico-Cultural, que se constitui científica, mas também política (MOURA, 2017; VYGOTSKI, 1995; CEDRO, 2008; OLIVEIRA, 2002; ZANELLA, 2007), mediante o estudo do movimento lógico-histórico – apregoado por Kopnin, 1978; Sousa, Panossian, Cedro, 2014; Sousa, 2004; Fazenda, 2000 – de constituição da disciplina de Álgebra Linear (PIRES, 2006; DORIER, 2000, SILVA, 2003; MOORE, 1995). Fez-se necessário compreender o que motivou a sua inserção no contexto universitário e qual a sua contribuição para a formação do professor de Matemática, com base em Bastos (1980; 2006), Boyer (1974), Cavalari (2012), Celestino (2000), Garding (1981), Kopnin (1978), Caraça (1959), Ríbnikov (1987), Tubino (1984), Kleiner (2007), entre outros. Foram analisadas 55 Universidades Federais Brasileiras que oferecem o curso presencial de Licenciatura em Matemática. Estabeleceram-se como categorias de análise os conteúdos das ementas, a carga horária e a referência bibliográfica básica da disciplina obrigatória de Álgebra Linear oferecida nestas instituições. Como principais conclusões, observou-se que a disciplina de Álgebra Linear começou a ser desenvolvida e ensinada nas Universidades para resolver problemas práticos de diversos intelectuais das engenharias e ciências correlatas, e que o repasse de seus conteúdos de forma desvinculada pode contribuir para as dificuldades do processo de ensino e aprendizagem presentes nessa disciplina.
Jennings, Trevor Vernon. "An investigation of some differences in A-level mathematics syllabuses in England and Wales." Thesis, Open University, 1996. http://oro.open.ac.uk/54850/.
Full textMOREIRA, LUIS EDUARDO FERREIRA B. "THE INFLUENCE OF THE BENJAMIN CONSTANT REFORM IN THE MATHEMATICS SYLLABI OF THE PEDRO II SCHOOL." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2008. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=35467@1.
Full textCONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
Este trabalho visa a estudar a influência da Reforma Benjamin Constant no currículo de matemática do Colégio Pedro II. Benjamin Constant foi professor e Ministro da Instrução, dos Correios e Telégrafos, em 1890-1. Ele quis reformar o ensino brasileiro, desde a escola primária até os cursos superiores. Essa Reforma teve caráter enciclopédico, inchando de conteúdos os programas das disciplinas, sobretudo os de matemática. O Colégio Pedro II foi criado em 1837-8 para servir de modelo ao ensino secundário brasileiro, que se caracterizou por dirigir-se à elite socioeconômica; na prática, o Colégio não correspondeu bem à expectativa inicial. A Reforma alterou os programas de matemática do Colégio; dentre outras modificações, introduziu neles, a partir de 1895, noções de cálculo diferencial e integral. Para analisar a influência da Reforma nos mencionados programas, o trabalho compara os currículos vigentes de 1880 a 1890 aos posteriores (1890- 1900). As bases teórico-metodológicas da pesquisa são Ivor Goodson e Jean- François Sirinelli. O trabalho visa, ainda, a caracterizar Benjamin Constant como intelectual e a examinar se e como esse seu status teria influído na Reforma. A pesquisa usa numerosos documentos: atos normativos (como os decretos que instituíram reformas educacionais no Império e no início da República), documentos curriculares (programas de matemática do Colégio Pedro II) e documentos produzidos pelo próprio B. Constant.
This paper intends to study the influence of the Benjamin Constant Reform in the Mathematics curriculum of the Pedro II School. Benjamin Constant was a Mathematics teacher and the Head of the Instruction, Mail and Telegraph Ministry (1890-1). He intended to reform all levels of Brazilian education and decreed the Reform named after him. The Reform had an encyclopedic nature, inflating the content of the programs for each subject, especially the one for Mathematics. The Pedro II School was founded in 1837-8 to serve as a model for Brazilian secondary education, which was characterized as targeted to the social/economical elite; however, the School does not seem to have fulfilled the initial expectations. The Reform altered the Mathematics syllabus of the Pedro II School; among other changes, it added, from 1895 on, notions of differential and integral calculus. To analyze the influence of the Reform in the aforementioned syllabi, this paper compares the Mathematics curriculum in use in 1880-1890 to the ones used later on (1890-1900). The theoretical and methodological bases for this research were Ivor Goodson and Jean-François Sirinelli. The paper also aims to establish Benjamin Constant as an intellectual, and to examine if and how this status would have affected the Reform. The research uses several documents: normative acts (such as the decrees that established educational reforms in Brazil, during the Empire and in the early Republic), curriculum documents (Mathematics syllabi of the Pedro II School in the 1880-1900 period) and documents produced by B. Constant himself.
Flygare, Malin. "Grundskolans nya kursplan för matematik : en jämförande analys av den nu rådande och den kommande kursplanen för matematik." Thesis, Södertörns högskola, Lärarutbildningen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-8875.
Full textBooks on the topic "Mathematics syllabus"
University of the State of New York. Bureau of Mathematics Education. Mathematics 8 syllabus. Albany, N.Y: University of the State of New York, the State Education Dept., Bureau of Mathematics Education [and] Bureau of Curriculum Development, 1988.
Find full textUniversity of the State of New York. Bureau of Mathematics Education. Mathematics 7 syllabus. Albany, N.Y: University of the State of New York, the State Education Dept., Bureau of Mathematics Education [and] Bureau of Curriculum Development, 1986.
Find full textUniversity of the State of New York. Bureau of Mathematics Education. Mathematics 7 syllabus. Albany, N.Y: University of the State of New York, State Education Dept., Bureau of Mathematics Education [and] Bureau of Curriculum Development, 1991.
Find full textBoard, University of London School Examinations. Mathematics syllabus B. London: School Examinations Board, University ofLondon, 1990.
Find full textNew syllabus mathematics: [Textbook]. 6th ed. Singapore: Shinglee Publishers, 2008.
Find full textNew syllabus mathematics: [Textbook]. 6th ed. Singapore: Shinglee Publishers, 2008.
Find full textTeh, Keng Seng. New syllabus mathematics: [Textbook]. 6th ed. Singapore: Shinglee Publishers, 2007.
Find full textBizony, M. T. Mathematics (advanced level): Syllabus B. London: Vision, 1987.
Find full texteditor, Wong Khoon Yoong, Ong Fui Foon, Parker Thomas H, Parker Thomas H, Marshall Cavendish Education, and Singapore Math Inc, eds. New elementary mathematics, syllabus D. Singapore: Marshall Cavendish Education, 2010.
Find full textYee, Loh Cheng, and Yeap Ban Har 1968-, eds. New syllabus additional mathematics: [Textbook]. 8th ed. Singapore: Shinglee Publishers, 2007.
Find full textBook chapters on the topic "Mathematics syllabus"
de Souza, Paulo Ney, and Jorge-Nuno Silva. "The Syllabus." In Berkeley Problems in Mathematics, 523–24. New York, NY: Springer New York, 2001. http://dx.doi.org/10.1007/978-1-4684-9294-1_17.
Full textOller-Marcén, Antonio M. "The Transition to Modern Mathematics in Spanish Primary Education: The 1965 Syllabus." In International Studies in the History of Mathematics and its Teaching, 171–94. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-95235-8_7.
Full textBollhöfer, Matthias, and Volker Mehrmann. "Empfohlener Syllabus." In Numerische Mathematik, 273–74. Wiesbaden: Vieweg+Teubner Verlag, 2004. http://dx.doi.org/10.1007/978-3-322-80242-2_18.
Full textDavis, Philip J., Reuben Hersh, and Elena Anne Marchisotto. "Sample Syllabus." In The Companion Guide to the Mathematical Experience, 75–86. Boston, MA: Birkhäuser Boston, 1995. http://dx.doi.org/10.1007/978-1-4612-4280-2_11.
Full textHuang, Jian, Xiaoli Lu, and Binyan Xu. "The Historical Development of Mathematical Modelling in Mathematics Curricular Standards/Syllabi in China." In International Perspectives on the Teaching and Learning of Mathematical Modelling, 177–88. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66996-6_15.
Full textKelton, Suzanne. "Course Policies, Philosophies, and Syllabi." In A Beginner's Guide to Teaching Mathematics in the Undergraduate Classroom, 17–46. New York : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003000044-2.
Full text"Connecting the syllabus." In Adapting and Extending Secondary Mathematics Activities, 133–46. David Fulton Publishers, 2013. http://dx.doi.org/10.4324/9780203462386-14.
Full textHøjgaard, Tomas. "University Mathematics-Laden Education, Competencies and the Fighting of Syllabusitis." In Active Learning [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.97692.
Full textGrowney, JoAnne. "Counting Syllables, Shaping Poems: Reflections." In Mathematics Online First Collections. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/16618_2020_32.
Full textPrytz, Johan. "Algebra in Swedish mathematics curricula (1930-2000)." In “DIG WHERE YOU STAND” 6. Proceedings of the Sixth International Conference on the History of Mathematics Education, 1–14. WTM-Verlag Münster, 2020. http://dx.doi.org/10.37626/ga9783959871686.0.01.
Full textConference papers on the topic "Mathematics syllabus"
Estepa, Antonio. "The training of primary school teachers in stochastics and in stochastic education in Europe." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08406.
Full textNorth, Delia, and Jackie Scheiber. "Introducing statistics at school level in south Africa the crucial role played by the national statistics office in training in-service teachers." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08704.
Full textRodriguez, Carlos F., and Alvaro E. Pinilla. "Skill-Centered Syllabus for Undergraduate Mechanical Engineering Education." In ASME 2006 International Mechanical Engineering Congress and Exposition. ASMEDC, 2006. http://dx.doi.org/10.1115/imece2006-13774.
Full textAfamasaga-Fuata’i, Karoline, and Chris Reading. "Using concept maps to assess pre-service teachers’ understanding of connections between statistical concepts." In Assessing Student leaning in Statistics. International Association for Statistical Education, 2007. http://dx.doi.org/10.52041/srap.07901.
Full textGuerra, Paula Patricia, Viviana González, Woong Lim, and Rafael Méndez Romero. "Secondary math methods syllabi across cultures." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-58.
Full textŁyko, Janusz. "MODIFICATIONS OF BASIC CURRICULUM IN MATHEMATICS AT SECONDARY SCHOOLS INFLUENCING ACADEMIC SYLLABI IN POLAND." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1330.
Full textBoeck, Claire. "The Discourse of the Good Student in Mathematics Syllabi: Implications for Instructor Messages and Equity." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1884318.
Full textPonciano, Lesandro. "HCI Support Card: Creating and Using a Support Card for Education in Human-Computer Interaction." In XVIII Simpósio Brasileiro de Fatores Humanos em Sistemas Computacionais. Sociedade Brasileira de Computação - SBC, 2019. http://dx.doi.org/10.5753/ihc.2019.8409.
Full textTalpasanu, Ilie, and Stephen Chomyszak. "Kinematic Analysis of 3D Printing Mechanisms." In ASME 2015 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/detc2015-48071.
Full textCaredda, Carla, and Maria Puxeddu. "The Classic Definition of Probability and Fractions: Difficulties and Possibilities as the Primary School Level." In Proceedings of the First Scientific Meeting of the IASE. International Association for Statistical Education, 1993. http://dx.doi.org/10.52041/srap.93103.
Full text