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Journal articles on the topic 'Mathematics'

Author: Grafiati

Published: 4 June 2021

Last updated: 23 November 2024

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1

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

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2

Rismayanti, Afriliani, Sudi Prayitno, Muhammad Turmuzi, and Hapipi Hapipi. "Pengaruh Kemampuan Penalaran dan Representasi Matematis terhadap Hasil Belajar Matematika Kelas VIII di SMP." Griya Journal of Mathematics Education and Application 1, no. 3 (September 30, 2021): 448–54. http://dx.doi.org/10.29303/griya.v1i3.64.

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This Research aims to know about the reasoning ability and mathematic representation ability to the results of mathematic lesson in students grade VIII SMP Negeri 1 Batulayar year academic 2019/2020. This research used quantitative approach with ex post facto research type. The population of this research is the eighth grade students of SMP Negeri 1 Batulayar. In determining the sample, probability sampling technique with the type of cluster sampling was used. The sample in this research is the students of class VIII B SMP Negeri 1 Batulayar amounted to 22 students. Data analysis used was multiple linear regression analysis. From the result of the data analysis we found the significant influence between reasoning ability and representative mathematic’s ability to the mathematics learning result of mathematic lesson in students grade viii smp negeri 1 batulayar year academic 2019/2020 with Fcount = 78,812 > F(2,19) = 3,52. The data we wroute as the same regration that Ŷ=-2,452+0,466X1+0,575X2. The equation show us that reasoning ability and the representative mathematic’s ability increase 1 unit and the learning result will increase to 0,466 from reasoning mathematics ability plus 0,575 representative mathematic’s ability.

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3

Rocha, Helena. "Mathematical proof: from mathematics to school mathematics." Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences 377, no. 2140 (January 21, 2019): 20180045. http://dx.doi.org/10.1098/rsta.2018.0045.

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Proof plays a central role in developing, establishing and communicating mathematical knowledge. Nevertheless, it is not such a central element in school mathematics. This article discusses some issues involving mathematical proof in school, intending to characterize the understanding of mathematical proof in school, its function and the meaning and relevance attributed to the notion of simple proof. The main conclusions suggest that the idea of addressing mathematical proof at all levels of school is a recent idea that is not yet fully implemented in schools. It requires an adaptation of the understanding of proof to the age of the students, reducing the level of formality and allowing the students to experience the different functions of proof and not only the function of verification. Among the different functions of proof, the function of explanation deserves special attention due to the illumination and empowerment that it can bring to the students and their learning. The way this function of proof relates to the notion of simple proof (and the related aesthetic issues) seems relevant enough to make it, in the future, a focus of attention for the teachers who address mathematical proof in the classroom. This article is part of the theme issue ‘The notion of ‘simple proof’ - Hilbert's 24th problem’.

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4

Turton, Roger W. "Mathematical Lens: Tent Mathematics." Mathematics Teacher 102, no. 5 (December 2008): 356–58. http://dx.doi.org/10.5951/mt.102.5.0356.

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Most people go camping to escape the responsibilities of their professional lives. However, for a mathematician, even something as recreational as a tent contains some interesting reminders of mathematical functions. Photograph 1 shows an interior view of one of the zippered flaps of a tent used by the author and his wife for camping.

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Turton, Roger W. "Mathematical Lens: Tent Mathematics." Mathematics Teacher 102, no. 5 (December 2008): 356–58. http://dx.doi.org/10.5951/mt.102.5.0356.

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Most people go camping to escape the responsibilities of their professional lives. However, for a mathematician, even something as recreational as a tent contains some interesting reminders of mathematical functions. Photograph 1 shows an interior view of one of the zippered flaps of a tent used by the author and his wife for camping.

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6

Karamyshev, Anton N., and Zhanna I. Zaytseva. "“MATHEMATICA” IN TEACHING STUDENTS MATHEMATICS." Práxis Educacional 15, no. 36 (December 4, 2019): 610. http://dx.doi.org/10.22481/praxisedu.v15i36.5937.

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The relevance of the topic of the article is due to the process of modernization of higher mathematical education in Russia, which has led to a significant change in curricula and the need to look for ways and forms of training that would allow students to learn the necessary material within the time granted for studying, while obtaining the maximum necessary amount of skills, knowledge, and competencies. The objective of the article is to justify the ways and principles of the development and implementation of new pedagogical and information technologies in the educational process, the organization of professional education of students in technical areas based on the integration of mathematics and computer science. The leading method of the study of this problem is the methodological analysis and subsequent synthesis, which, by analyzing the didactic content of the sections in mathematics and the possibilities of the computer mathematical environment called Mathematica, reveals the necessary methods and ways of developing and using modern computer technologies in the mathematical education of engineering students. It is proved that one of the main tools for implementing the methods for solving the indicated problem should be considered a computer, namely, the mathematical environment called Mathematica, and the basic principles of its systemic implementation in the educational process of the university have been identified. The materials of the article may be useful to teachers of mathematical disciplines of higher educational institutions, the computer programs and pedagogical software products created in Mathematica can serve as models for the development of similar pedagogical software products.

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7

Parshall, Karen Hunger, and Jan P. Hogenduk. "The History of Mathematics, the History of Science, Mathematics, andHistoria Mathematica." Historia Mathematica 23, no. 1 (February 1996): 1–5. http://dx.doi.org/10.1006/hmat.1996.0001.

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8

Ochkov, Valery, and Elena Bogomolova. "Teaching Mathematics with Mathematical Software." Journal of Humanistic Mathematics 5, no. 1 (January 2015): 265–85. http://dx.doi.org/10.5642/jhummath.201501.15.

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9

Usiskin, Zalman. "Mathematical Modeling and Pure Mathematics." Mathematics Teaching in the Middle School 20, no. 8 (April 2015): 476–82. http://dx.doi.org/10.5951/mathteacmiddscho.20.8.0476.

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Common situations, like planning air travel, can become grist for mathematical modeling and can promote the mathematical ideas of variables, formulas, algebraic expressions, functions, and statistics.

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10

Wares, Arsalan. "Mathematical art and artistic mathematics." International Journal of Mathematical Education in Science and Technology 51, no. 1 (February 26, 2019): 152–56. http://dx.doi.org/10.1080/0020739x.2019.1577996.

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11

Wares, Arsalan. "Mathematical Art or Artistic Mathematics?" Math Horizons 27, no. 3 (January 13, 2020): 13–15. http://dx.doi.org/10.1080/10724117.2019.1676557.

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12

Parhusip, Hanna Arini, Didit Budi Nugroho, Hindriyanto Dwi Purnomo, and Istiarsi Saptuti Sri Kawuryan. "MATHEMATICAL SILVER FOR ENTREPRENEURIAL MATHEMATICS." BAREKENG: Jurnal Ilmu Matematika dan Terapan 16, no. 4 (December 15, 2022): 1175–84. http://dx.doi.org/10.30598/barekengvol16iss4pp1175-1184.

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This article shows the result of entrepreneur mathematics by creating mathematical objects from silver. The objects discussed here are accessories to introduce undergraduate students to integrating several aspects of learning mathematics. These are learning geometry modernly, mathematical art, popularizing mathematics for society, introducing entrepreneurial values using mathematics, teamwork for achieving targets, and considering local heritage in mathematics. These aspects are blended into activity by creating designs and producing products based on the obtained designs. The particular product for this activity is creating silver accessories. The used research method is initiated by creating designs with the help of software where the surface equations are known. After the designs are obtained, the designs are communicated to the silver craftsman to be a partner in design testing and manufacturing of accessories products using the given designs. The size and the similarity of perceptions to the appearance of the design are discussed because the actual design is a three-dimensional image but expressed in objects to be two- dimensional objects. After productions are obtained, the accessories are managed to be promoted to the marketplace and social media as a form of entrepreneurial activity with materials starting from mathematics.

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13

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

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

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14

Molina, J. A. López, and M. Trujillo. "Mathematica Software in Engineering Mathematics Classes." International Journal of Mechanical Engineering Education 33, no. 3 (July 2005): 244–50. http://dx.doi.org/10.7227/ijmee.33.3.6.

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In this paper we show the advantages of using Mathematica software in engineering mathematics classes through the study of an example problem concerning heat conduction in a slab. Firstly the problem is solved from the point of view of a parabolic model of heat conduction, and secondly from the viewpoint of a hyperbolic model.

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15

Pokhrel, Maheshwor. "Challenges Toward Learning Mathematics." Shikshya Sandesh 6, no. 1 (December 31, 2023): 59–67. http://dx.doi.org/10.3126/ss.v6i1.63094.

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Mathematics is the science of all sciences and the art of all arts. Mathematicians had been concerned with everyday problems. However, today’s students are uninterested in learning mathematics. My research is based on narrative inquiry and the interpritivism philosophy paradigm. The main objective of this research is to identify students’ challenges to learning mathematics. I gathered information from eight participants from two schools, one public and one private. To achieve the research objective, in-depth interviews were conducted with research participants. I had narrated views about perception and challenges towards learning mathematics from my participants. After analysis and interpretation of data, challenges towards learning mathematics were mathematic anxiety, lack of interest, negative perceptions, lack of students labor, present practice of teaching and unqualified and nonprofessional teachers, traditional teaching methods with rote learning, lack of parents awareness, low socio-economic status of parents, low self-efficacy, lack of motivation and counseling, low self-efficacy of students, unpractical curriculum and courses, poor school administration and physical facilities, math myth. Public school students and non-optional mathematics students had faced more challenges than private school students and optional mathematic students.

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16

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

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17

Darlington, E. "Contrasts in mathematical challenges in A-level Mathematics and Further Mathematics, and undergraduate mathematics examinations." Teaching Mathematics and its Applications 33, no. 4 (August 24, 2014): 213–29. http://dx.doi.org/10.1093/teamat/hru021.

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18

Schoenefeld, Dale A., and Roger L. Wainwright. "Integration of discrete mathematics topics into the secondary mathematics curriculum using Mathematica." ACM SIGCSE Bulletin 25, no. 1 (March 1993): 78–82. http://dx.doi.org/10.1145/169073.169353.

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19

Gailey, Stavroula K. "The Mathematics-Children's-Literature Connection." Arithmetic Teacher 40, no. 5 (January 1993): 258–61. http://dx.doi.org/10.5951/at.40.5.0258.

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The Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) promotes mathematical power for all students so that they can function a informed citizens in a rapidly changing and technologically complex society. A way of working toward this goal is by investigating connections within mathematics and between mathematics and other instructional areas. The mathematic— children's-literature connection is examined in this article.

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20

Matic, Ljerka Jukic. "Mathematical Knowledge of Non-mathematics Students and Their Beliefs about Mathematics." International Electronic Journal of Mathematics Education 9, no. 1 (February 2, 2014): 13–24. http://dx.doi.org/10.29333/iejme/278.

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21

Simbolon, Novi. "Understanding the Concept of Mathematics and Mathematical Representation in Mathematics Teaching." International Journal for Research in Applied Science and Engineering Technology 6, no. 4 (April 30, 2018): 5062–68. http://dx.doi.org/10.22214/ijraset.2018.4825.

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22

Siregar, Putri Amanda, and Rosliana Siregar. "PENGARUH PENGGUNAAN MEDIA KOMIK MATEMATIKA DENGAN BANTUAN POWERPOINT TERHADAP MOTIVASI DAN HASIL BELAJAR MATEMATIKA SISWA DI SMK ISTIQLAL DELITUA PENGARUH PENGGUNAAN MEDIA KOMIK MATEMATIKA DENGAN BANTUAN POWERPOINT TERHADAP MOTIVASI DAN HASIL BELAJAR MATEMATIKA SISWA DI SMK ISTIQLAL DELITUA." MES: Journal of Mathematics Education and Science 3, no. 1 (November 14, 2017): 91–100. http://dx.doi.org/10.30743/mes.v3i1.226.

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This research aims to determine the effect of using comics media mathematics with the help of powerpoint on motivation and results of students’ mathematics learning on the subject of the matrix inverse order 2x2. This research was conducted in SMK Istiqlal Delitua. The population in this research are 486 students of class X. The sampling in this research using purposive sampling technique are 35 students of class X.AP-1. Based on the results of the test data requirements known that motivation data as well as results of the students’ mathematic learning are distributed normally. Motivation data an average score is 99,2 while the results of students’ mathematics learning data an average score is 19,6. Based on data analysis known that: (1) comics media mathematics are positive and significant impact on motivation to mathematic learn, where t test was obtained thitung = 3,1914 ˃ ttabel = 1,692. The index determination I = 12,5%, it means that comics media mathematics accounted 12,5% with motivation onof mathematic learning; (2) comics media mathematics are positive and significant with the results of students’ mathematics learning. Based on t test was obtained thitung = 6,19 ˃ ttabel = 1,692. The index determination I = 53,77%, it means that comics media mathematics accounted for 53,77% of the increase in the results of students’ mathematics learning.

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23

Devi, Kiki Vista, and Danuri Danuri. "THE EFFECTS OF LEARNING EXPERIENCE ON MATHEMATIC SELF-CONCEPT OF FIFTH GRADE ELEMENTARY SCHOOL STUDENTS IN YOGYAKARTA CITY AND BANTUL REGENCY." Elementary School: Jurnal Pendidikan dan Pembelajaran ke-SD-an 9, no. 1 (January 16, 2022): 42–47. http://dx.doi.org/10.31316/esjurnal.v9i1.1888.

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This research aims to 1) find out the mathematics learning experience, 2) find out the mathematic self-concept, and 3) investigate the effect of mathematics learning experience towards mathematic self-concept at fifth grade elementary school students in Yogyakarta City and Bantul Regency. This research was conducted in the academic year of 2020/2021. This study used a quantitative survey research technique with a sample of 794 fifth grade elementary school students in the regions. The analysis technique used was descriptive analysis technique, prerequisite test, and simple linear regression analysis with a significance level (α) = 0.05. Based on the findings, it can be concluded that in both regions, 1). there is a high category in mathematics learning experiences among the students with a percentage of 52,77%, 2) a moderate category of mathematic self-concept of the students is in a percentage of 42,95% and 3) there is an effect of mathematics learning experiences on mathematic self-concept which is shown by the positive and linear independent variable, Y = 18.459 + 0.555 with a significance 0,000, if the value of the student’s mathematics learning experience is high, the mathematic self-concept will follow the high of experience and vice versa.

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24

Popova, N. V. "Interdisciplinary Cources in Economics University." Vestnik of the Plekhanov Russian University of Economics, no. 3 (June 21, 2023): 40–49. http://dx.doi.org/10.21686/2413-2829-2023-3-40-49.

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The article deals with substantiation of efficiency of interdisciplinary approach in developing competences in the field of using mathematic methods in economics for graduates of economics universities. The necessity to form such competences arose due to increasing requirements on the part of employers to mathematic training of economists. The research is really acute as shaping skills for using mathematic methods in students’ economic investigations at economics universities is impeded. Key reasons for that include insufficient motivation in a certain part of future economists to study higher mathematics, a limited number of class hours for mathematic subjects, difficult interaction of mathematic and specialty chairs. The author analyzes available in literature examples of using interdisciplinary approach for working-out courses dealing with application of mathematic methods and results of delivering the subject ‘Mathematic Methods of Finance Analysis’ elaborated at the chair of higher mathematics in the Russian Plekhanov University of Economics. To elaborate the subject interdisciplinary approach was used. Interdisciplinary economic and mathematic courses based on fundamental sections of higher mathematics foster understanding of the role of higher mathematics by future economists, help shape necessary competences for graduates of economics universities in the field of using mathematic methods in economics, which can improve the quality of economists’ training and their competitiveness.

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25

Damarin, Suzanne K. "Review: The Mathematics of Popular Consumption." Journal for Research in Mathematics Education 27, no. 2 (March 1996): 241–43. http://dx.doi.org/10.5951/jresematheduc.27.2.0241.

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Various forms of constructivism have been widely accepted among mathematics educators as describing not only the processes by which individual students learn mathematics, but also the development of mathematic itself as a body of knowledge. Constructivism has led to a revival of research in the philosophy of mathematics as a social-cultural-historical construction (Hersh, 1994) and to paradigm shifts in mathematics education research as we seek to understand the ways mathematics is learned and taught most effectively. Constructivism notwithstanding, however, accepted ideas of what is comprised in mathematics as a body of knowledge have not been significantly altered within the community of researchers and teachers who study. practice, and teach malhematics. the philosophy of mathematics, or mathematics education.

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26

ÜNVEREN BİLGİÇ, Emine Nur, and Ayşe Zeynep AZAK. "Mathematics Teachers’ Views on Mathematical Thinking." Journal of Computer and Education Research 7, no. 13 (April 30, 2019): 109–19. http://dx.doi.org/10.18009/jcer.531911.

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27

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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28

Görgüt, Rahime Çelik, and Yüksel Dede. "Mathematics teachers’ assessment of mathematical understanding." Studies in Educational Evaluation 75 (December 2022): 101190. http://dx.doi.org/10.1016/j.stueduc.2022.101190.

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29

Buss, Samuel, Ulrich Kohlenbach, and Michael Rathjen. "Mathematical Logic: Proof Theory, Constructive Mathematics." Oberwolfach Reports 8, no. 4 (2011): 2963–3002. http://dx.doi.org/10.4171/owr/2011/52.

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30

Buss, Samuel, Ulrich Kohlenbach, and Michael Rathjen. "Mathematical Logic: Proof Theory, Constructive Mathematics." Oberwolfach Reports 11, no. 4 (2014): 2933–86. http://dx.doi.org/10.4171/owr/2014/52.

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31

Buss, Samuel, Rosalie Iemhoff, Ulrich Kohlenbach, and Michael Rathjen. "Mathematical Logic: Proof Theory, Constructive Mathematics." Oberwolfach Reports 14, no. 4 (December 18, 2018): 3121–83. http://dx.doi.org/10.4171/owr/2017/53.

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32

Buss, Samuel, Rosalie Iemhoff, Ulrich Kohlenbach, and Michael Rathjen. "Mathematical Logic: Proof Theory, Constructive Mathematics." Oberwolfach Reports 17, no. 4 (September 13, 2021): 1693–757. http://dx.doi.org/10.4171/owr/2020/34.

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33

Davis, Brent, and Tony Brown. "Encircling Mathematical Knowing and Mathematics Knowledge." Journal for Research in Mathematics Education 30, no. 1 (January 1999): 111. http://dx.doi.org/10.2307/749632.

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34

Jaqua, Kathy M. C. "Mathematical Selfies: Students' Real-World Mathematics." Mathematics Teacher 111, no. 1 (September 2017): 54–59. http://dx.doi.org/10.5951/mathteacher.111.1.0054.

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35

Reed, Michael C. "Mathematical Biology is Good for Mathematics." Notices of the American Mathematical Society 62, no. 10 (November 1, 2015): 1172–76. http://dx.doi.org/10.1090/noti1288.

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36

FELSENSTEIN, J. "Mathematics vs. Evolution: Mathematical Evolutionary Theory." Science 246, no. 4932 (November 17, 1989): 941–42. http://dx.doi.org/10.1126/science.246.4932.941.

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37

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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38

Fuat, T. Nusantara, E. B. Irawan, and S. Irawati. "Students’ mathematical conviction in Mathematics proof." IOP Conference Series: Earth and Environmental Science 243 (April 9, 2019): 012133. http://dx.doi.org/10.1088/1755-1315/243/1/012133.

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39

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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40

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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41

Knuth, Eric J., and Blake E. Peterson. "Fostering Mathematical Curiosity: Highlighting the Mathematics." Mathematics Teacher 96, no. 8 (November 2003): 574–79. http://dx.doi.org/10.5951/mt.96.8.0574.

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In “Fostering Mathematical Curiosity” (Knuth 2002), Eric Knuth discusses the idea of problem posing as a means of fostering students' mathematical curiosity. A mathematician colleague, after reading the article, commented that a significant amount of the mathematics in the discussion of the various problems and their solutions had been “left out” —and he was right. The author's primary intent in writing that article, however, was to illustrate “what it might mean to engage students in problem posing and how teachers might begin to create classroom environments that encourage, develop, and foster mathematical curiosity” (Knuth 2002, p. 126), not to discuss in detail the mathematics underlying the solutions to the problems posed.

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42

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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43

Buss, Samuel, Rosalie Iemhoff, Ulrich Kohlenbach, and Michael Rathjen. "Mathematical Logic: Proof Theory, Constructive Mathematics." Oberwolfach Reports 20, no. 4 (July 23, 2024): 3013–61. http://dx.doi.org/10.4171/owr/2023/53.

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44

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

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45

Azevedo, Greiton Toledo de, Marcus Vinicius Maltempi, and Arthur Belford Powell. "Contexto Formativo de Invenção Robótico-Matemática: Pensamento Computacional e Matemática Crítica." Bolema: Boletim de Educação Matemática 36, no. 72 (April 2022): 214–38. http://dx.doi.org/10.1590/1980-4415v36n72a10.

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Resumo Neste artigo buscamos identificar e compreender as características do contexto formativo em Matemática de estudantes quando produzem jogos digitais e dispositivos robóticos destinados ao tratamento de sintomas da doença de Parkinson. Norteados pelas ideias da metodologia qualitativa de pesquisa, interagimos com alunos do Ensino Médio visando a construção de um jogo eletrônico com dispositivo robótico, chamado Paraquedas, destinado a sessões de fisioterapia de pacientes com Parkinson. Os alunos foram estimulados a propor e desenvolver ideias em ambientes voltados à experimentação e invenções eletrônicas para beneficiar pessoas em sociedade. Os dados foram analisados à luz dos pressupostos teóricos do Pensamento Computacional e da Matemática Crítica e consistem de discussão-análises do desenvolvimento científico-tecnológico, colaborativo-argumentativo e inventivo-criativo de tecnologias, indo além dos muros da sala de aula de Matemática. Como resultado, identificamos as seguintes características do contexto formativo em Matemática: independência formativa; imprevisibilidade de respostas; aprendizagem centrada na compreensão-investigação-invenção; e conexão entre áreas de conhecimento. Compreendemos que tais características se originam e mutuamente se desenvolvem dinâmico e idiossincraticamente nas concepções de planejamento, diálogo e protagonismo dos sujeitos, os quais fomentam a exploração de problemas aberto e inéditos de Matemática em-uso e descentralizam a formalização excessiva do rigor de objetos matemáticos como ponto nevrálgico à formação em Matemática.

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Chikampa, Victor, Derrick Banda, Jacqueline Siwale, Sheilas C. Kafula, Ireen Moonga, Alfred Daka, and Lungowe Chindele. "The Effect of Mathematics Anxiety on Mathematics Self Efficacy and Perceived Mathemathics Achievement." International Journal of Research and Innovation in Social Science VII, no. VI (2023): 1010–17. http://dx.doi.org/10.47772/ijriss.2023.7683.

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This study examined the relationship between mathematics anxiety, mathematics self-efficacy and perceived mathematics success among 131 freshmen Zambian engineering and natural and applied science students. A quantitative ex post facto survey design was used to achieve the research objectives. Negative but statistically significant relationships between mathematics anxiety and self-efficacy as well as perceived mathematics achievement were established. A positive empirical relationship between mathematics self-efficacy and perceived mathematics achievement was supported.

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Wang, Xiao Gang. "Significance of Mathematization of Philosophical Problems from the Angle of Broadspectrum Philosophy." Advanced Materials Research 433-440 (January 2012): 6315–18. http://dx.doi.org/10.4028/www.scientific.net/amr.433-440.6315.

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Whether philosophy can realize mathematization has long been controversial. As the mathematics develops a nonquantative branch- structural mathematics, however, mathematization of philosophy has a turnaround. Broadspectrum philosophy which makes use of structural mathematics has established a generally applicable as well as precise mathematical model for many philosophical problems, giving a positive answer to whether the philosophy can be mathematized. Mathematizaiton of philosophy allows more accurate and clear distinction of people’s expression in meaning, gives ideas the visible characteristics, makes philosophy an analyzable discipline, and realizes routinization of philosophical methods. Hegel was well versed in mathematics but opposed “Extreme Mathematic Attitude”, since he thought recognizing all the objects from the mathematic standpoint of “Quantity or Quantitative Relationship” would ignore the qualitative difference among the objects.［1］P239 Hegel’s opinion was based on the traditional mathematic which takes the Quantitative Relationship as the foundation. Holding the same evidence as Hegel's, most philosophers nowadays still suspect that the philosophy can be mathematized. When the modern mathematics has developed a new nonquantative branch, the Structural Mathematics, the philosophy mathematization, however, meets a turning point. Opposed to Quantitative Mathematics, the Structural Mathematics focuses on research of mathematic relationship and structure on the basis of abstract set theory. Since the structural mathematics doesn't rely on quantity and quantitative relationship, it can be combined in research of philosophy which usually doesn’t possess quantitative characteristics. Establishment of Broadspectrum Philosophy is a successful attempt. With full application of set theory, symbolic logic, modern algebra, transformation group theory and graph theory, Broadspectrum Philosophy constructs a generally applicable as well as precise mathematical mode for many philosophical problems, bringing a fundamental change to the philosophy. This paper attempts to make some preliminary analysis on the significance of establishment of Broadspectrum Philosophy.

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Ivanov, O. A., V. V. Ivanova, and A. A. Saltan. "Discrete mathematics course supported by CAS MATHEMATICA." International Journal of Mathematical Education in Science and Technology 48, no. 6 (May 4, 2017): 953–63. http://dx.doi.org/10.1080/0020739x.2017.1319979.

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Kargar, Maryam, Rohani Ahmad Tarmizi, and Sahar Bayat. "Relationship between Mathematical Thinking, Mathematics Anxiety and Mathematics Attitudes among University Students." Procedia - Social and Behavioral Sciences 8 (2010): 537–42. http://dx.doi.org/10.1016/j.sbspro.2010.12.074.

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Weber, Keith, Paul Dawkins, and Juan Pablo Mejía-Ramos. "The relationship between mathematical practice and mathematics pedagogy in mathematics education research." ZDM 52, no. 6 (June 13, 2020): 1063–74. http://dx.doi.org/10.1007/s11858-020-01173-7.

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