Journal articles: 'Mathematics'

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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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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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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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Murtianto, Yanuar Hery, Sutrisno Sutrisno, Nizaruddin Nizaruddin, and Muhtarom Muhtarom. "EFFECT OF LEARNING USING MATHEMATICA SOFTWARE TOWARD MATHEMATICAL ABSTRACTION ABILITY, MOTIVATION, AND INDEPENDENCE OF STUDENTS IN ANALYTIC GEOMETRY." Infinity Journal 8, no. 2 (September 30, 2019): 219. http://dx.doi.org/10.22460/infinity.v8i2.p219-228.

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Rapid development of technology for the past two decades has greatly influenced mathematic learning system. Mathematica software is one of the most advanced technology that helps learn math especially in Geometry. Therefore this research aims at investigating the effectiveness of analytic geometry learning by using Mathematica software on the mathematical abstraction ability, motivation, and independence of students. This research is a quantitative research with quasi-experimental method. The independent variable is learning media, meanwhile the dependent variables are students’ mathematical abstraction ability, motivation, and independence in learning. The population in this research was the third semester students of mathematics education program and the sample was selected using cluster random sampling. The samples of this research consisted of two distinct classes, with one class as the experimental class was treated using Mathematica software and the other is the control class was treated without using it. Data analyzed using multivariate, particularly Hotelling’s T2 test. The research findings indicated that learning using Mathematica software resulted in better mathematical abstraction ability, motivation, and independence of students, than that conventional learning in analytic geometry subject.

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Opstad, Leiv. "Business students’ attitudes towards mathematics and performance in business mathematics: A case study of a Norwegian business school." Contemporary Mathematics and Science Education 5, no. 1 (January 11, 2024): ep24002. http://dx.doi.org/10.30935/conmaths/14112.

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Mathematical abilities and skills are useful knowledge for success in economic administrative studies. This article focuses on business students’ attitudes towards mathematics, their mathematical pathway in upper secondary school, and achievement in the compulsory course in business mathematics. The sample is from a survey of 260 business students from a university in Norway. The analysis is based on the framework of the attitudes towards mathematic inventory (ATMI). By comparing mean values this paper displays a strong link between students’ selection of mathematical level in secondary school and their performance in business mathematics. This result is confirmed by using a linear regression model. However, by bringing in ATMI in the model this article shows there is no longer any significant correlation between choices regarding mathematics in upper secondary school and achievement in business mathematics. Nor did gender or grade point average from high school have any significant effect. Only elements included in ATMI (self-confidence and motivation) had a significant effect. The reason is probably that it is not the students’ selection of mathematical level in secondary school, but their attitudes towards mathematics, that can explain success in business mathematics.

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Jamiah, Yulis. "DISPOSISI MATEMATIS DAN PEMBELAJARAN MATEMATIKA HUMANIS BAGI MAHASISWA PENDIDIKAN MATEMATIKA." Jurnal Pendidikan Matematika dan IPA 9, no. 2 (July 20, 2018): 12. http://dx.doi.org/10.26418/jpmipa.v9i2.26768.

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ABSTRAKThis research purposed to obtain the overview of mathematical disposition of student mathematics education, especially the students who took number theory subject. In obtaining these overview will be applied by humanis mathematics learning model. The specific purpose of this research are: 1) describe mathematics disposition of the students; 2) describe the process of application model to increase mathematic dispositions of the student; 3) describe the effectiveness of application model. The purposes are achieved through several stages, including: 1) analyze the theoretical; 2) explore the characteristics of a mathematical disposition; (3) identify and analyze problems; (4) reviewing the learning model; (5) applying model to increase mathematic dispositions that based on observation; 6) gives a questionnaire about mathematical disposition; and 7) analyzing the data. The method used in this research is descriptive method. Based on the purpose that disclosed, the results of research: 1) mathematical disposition of the students after the application model, shows 74% very positive attitude; 24% positive attitude; and 2% doubtful attitude; 2) the process of application model that facilitates appearance of a mathematical disposition of the students based on ability cognitive domain, affective domain, and domain skills, showing the criteria very well and good; and 3) the application of humanis mathematics learning model effective to increase mathematics disposition of the students in Number theory subject. Keywords: Humanis Mathematics Learning Model, Mathematical Dispositions

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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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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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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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Gradini, Ega, and Firmansyah Firmansyah. "Measuring Students’ Mathematical Literacy in Culturally Responsive Mathematics Classroom." Al-Ta lim Journal 26, no. 3 (February 19, 2020): 233–42. http://dx.doi.org/10.15548/jt.v26i3.551.

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This paper aims to discuss students’ mathematics literacy in culturally responsive mathematics classroom. Students were taught by culturally responsive mathematics material and examined with a series of test in order to measure their mathematics literacy level. The data collected in this study are quantitative data in the form of scores on students' mathematical abilities that indicate the level of student mathematics literacy. The research was conducted at MAN 1 Takengon with the two groups pre-test and post-test design to determine the differences in mathematical literacy skills of one experimental group and then compare the results with one control group that was not subjected to treatment. The test consists of 6 problems and designed by based on the domain of PISA 2015 questions on every level of mathematical proficiency skills. The research finds that (1) culturally responsive mathematic teaching gives positive effect to students’ mathematical literacy; (2) the level of mathematical literacy of MAN 1 Takengon students lies from level 1 to level 5. There was no student who able to achieve 6thlevel of mathematical literacy; and (3) After culturally responsive mathematics teaching was implemented, from 24 students, there were 4 students at 1st level, 7 students at 2nd level, 10 students at 3rd level, and 2 students at 4th level, and 1 student at 5th level of mathematical literacy.

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Salafudin, Salafudin, Muhamad Sugeng Sholahuddin, Heni Lilia Dewi, and Alimatus Sholikhah. "Character Education Through Realistic Mathematics Learning Based On Ethnomathematics." Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang 5, no. 2 (July 19, 2021): 211. http://dx.doi.org/10.31331/medivesveteran.v5i2.1623.

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Mathematics is a discipline that can improve thinking skills. However, in reality, the mathematics thinking skills of elementary school students are still low. This is because the mathematics learning used is not optimal and still uses conventional learning. In the process of mathematics learning, there is an integration of character values with mathematics material. Character building through mathematics learning has not been done relatively. The current mathematical concept can be related to cultural activities called ethnomathematics. Through ethnomathematics, mathematics learning becomes more realistic. The purpose of this research is to build students’ character and improve student’s mathematic learning achievement through developing student worksheets with a mathematical approach based on ethnomathematics. The methods of the research were research and development by using steps including preliminary study, design, development, and dissemination. The result of the research is student's worksheets fulfill valid, practical, and effective criteria. The result of the validity of teaching media shows that the average number is 96 % with very good criteria. The effectiveness test shows that there is a distinction of student’s achievement before and after the treatment and the student’s achievement on average is increased. Based on the analysis of student's answers on student worksheets, four characters are built through the learning process with a realistic mathematic approach based on ethnomathematics, such as creativity, independence, curiosity, and nationality. Keywords: character building, realistic mathematics learning, ethnomathematics.

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Murawski, Roman. "Mathematics and Theology in the Thought of Nicholas of Cusa." Logica Universalis 13, no. 4 (November 2019): 477–85. http://dx.doi.org/10.1007/s11787-019-00232-2.

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Abstract Nicholas of Cusa was first of all a theologian but he was interested also in mathematic and natural sciences. In fact philosophico-theological and mathematical ideas were intertwined by him, theological and philosophical ideas influenced his mathematical considerations, in particular when he considered philosophical problems connected with mathematics and vice versa, mathematical ideas and examples were used by him to explain some ideas from theology. In this paper we attempt to indicate this mutual influence. We shall concentrate on the following problems: (1) the role and place of mathematics and mathematical knowledge in knowledge in general and in particular in theological knowledge, (2) ontology of mathematical objects and their origin, in particular their relations to God and their meaning for the description of the world and physical reality, (3) infinity in mathematics versus infinity in theology and their mutual relations and connections. It will be shown that—according to Nicholas—mathematics and mathematical thinking are tools of rationalization of theology and liberating it in a certain sense from the trap of apophatic theology.

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Widyastuti, Ratna, and Kunti Eliyen. "Pengembangan Exercise Matematika Berbasis WEB Dengan Pendekatan Realistic Mathematic Education (RME)." JURNAL PETIK 8, no. 1 (March 11, 2022): 19–26. http://dx.doi.org/10.31980/jpetik.v8i1.1228.

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Abstract - Mathematics is one of the compulsory subjects in basic education, because mathematics has an important role both in everyday life and in the development of science and technology. In the world of education, mastery of mathematical competencies is known as mathematical literacy skills. In order to help teachers to provide understanding to students, it is necessary to apply Realistic Mathematic Education (RME), In the implementation of RME, a web-based exercise book was developed so that students could use it in learning mathematics by solving problems in real life mathematically so that students' mathematical literacy skills could be improved. The result of this research is a web-based application using waterfall method that contains exercises in mathematics according to the RME approach which can be used as a medium for learning mathematics. Keywords – Mathematic, Realistic Mathematic, Exercise, Web Application Abstrak - Matematika merupakan pelajaran wajib dalam jenjang pendidikan dasar. Matematika mempunyai peran penting baik dalam kehidupan sehari-hari maupun dalam pengembangan ilmu pengetahuan dan teknologi. Dalam dunia pendidikan, penguasaan kompetensi matematika dikenal dengan istilah kemampuan literasi matematika. Dalam rangka membantu pengajar untuk memberi pemahaman kepada siswa maka perlu diterapkan pembelajaran dengan mendesain soal tipe Realistic Mathematics Education. Dalam implementasi RME dikembangkan suatu exercise yang berbasis web agar dapat digunakan siswa dalam mempelajari matematika dengan menyelesaikan masalah dalam kehidupan nyata secara matematis sehingga kemampuan literasi matematika siswa dapat ditingkatkan. Hasil dari penelitian ini adalah aplikasi berbasis web yang memuat latihan soal metematika tipe soal Realistic Mathematics yang dapat digunakan sebagai media pembelajaran matematika. Aplikasi dibangun dengan menggunakan teknologi berbasis web dengan metode penelitian pengembangan waterfall. Pengguna sistem adalah siswa dan guru sebagai admin. Kata Kunci – Matematika, Realistic Mathematic Education, Exercise Book, Aplikasi Web

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Muñoz, Miriam. "COMUNICACIÓN MATEMATICA." Mathematical Linguistics 2, no. 1 (December 31, 2022): 8–14. http://dx.doi.org/10.58205/ml.v2i1.149.

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Mathematical communication is one of the general purposes of teaching mathematics. so that students learn to communicate through it. However, communication in mathematics has evolved over time. This has helped teach and learn, but the language of mathematics is special from the natural language as in our Spanish language. Our Mathematic language it is not allowed to have different interpretations to understand and learn mathematics, so Spanish should be taught to understand mathematics taught in Spanish. It is believed that the development of mathematical processes has surpassed the simple method of measurement in order to transform mathematics into a language of expression and communication to discover the physical reality around us

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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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Karimova K.R., Mamatov M. SH ,. "The Trend of Development and Functions of Mathematic Contemplation in Elementary School Boys." Psychology and Education Journal 58, no. 2 (February 1, 2021): 1486–93. http://dx.doi.org/10.17762/pae.v58i2.2299.

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Here given the features, characteristic qualities of mathematic thinking and possibilities of increasing it during teaching mathematics in primary classes relatively to the formation of separate forms of mathematical thinking from the methods of teaching the mathematics, methods of scientific thinking.

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Habibi, Andrik, and Tri Novita Irawati. "The Application of Probing Prompting Learning (PPL) Model with Realistic Mathematics Education (RME) Approach to Increase Understanding of Student Mathematics Concepts." Jurnal Axioma : Jurnal Matematika dan Pembelajaran 4, no. 1 (January 31, 2019): 33–43. http://dx.doi.org/10.36835/axi.v4i1.342.

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Understanding of mathematical concepts is the ability of students to understand facts related to mathematics which can be expressed again in easily understood languages. The problem examined in this study is research on improving mathematical understanding of integer operations through the application of Probing Prompting Learning (PPL) with Realistic Mathematic Education (RME) approach. The method used is observation, documentation, interviews, and test methods, while the data analysis uses the percentage formula of the results of observations and the percentage of completeness of learning outcomes formula. Keyword: probing prompting learning, realistic mathematic education

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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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Lesnussa, Yopi Andry. "Realistic Mathematics Education (RME) Provides Great Benefits for Students in Indonesia." Jurnal Aplikasi Multidisiplinari Filsafat dan Sains (JAMFAS) 1, no. 1 (January 24, 2019): 001–6. http://dx.doi.org/10.30598/jamfasvol1iss1pp001-006y2018.

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Mathematics as a part of basic science is considered very difficult, especially for students from elementary school to high school. To facilitate the process of learning mathematics has been developed many new learning methods by experts in mathematics education, one of them is realistic mathematics education. Realistic mathematics education is one of therenewed learning methods on basic mathematical concepts that related to the context, illustrations, and based on everyday life situations. Besides realistic mathematics education motivated students to be more active and creative in solving mathematical problems according to real conditions, it also more emphasize cooperative and communicative learning so that students are more interested in learning mathematics. This encourages the government to include realistic mathematics education in the curriculum of basic education and also through the provision of training and education for teachers. It is expected that the education system that accommodates Realistic Mathematic Education can increase the interesting of students' learning

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Morales, Armando, Edgardo Locia, Otilio B. Mederos, Melvis Ramírez, and José María Sigarreta. "The Theoretical didactic approach to the counterexample in mathematics." INTERNATIONAL JOURNAL OF RESEARCH IN EDUCATION METHODOLOGY 9 (January 1, 2019): 1510–17. http://dx.doi.org/10.24297/ijrem.v9i1.8013.

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This article describes a theoretical-didactic approach to the counterexample within mathematics and its process of teaching-learning, emphasizing the importance of inducing a logical thinking by introducing counterexamples as a process of maturation of mathematical thinking. In addition, it is argued that the counterexamples are not very used in the teaching of mathematics, unlike the important role they have in the professional mathematic activity.

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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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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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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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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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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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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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Litwiller, Bonnie H., and David R. Duncan. "Combinatorics Connections: Playoff Series and Pascal's Triangle." Mathematics Teacher 85, no. 7 (October 1992): 532–35. http://dx.doi.org/10.5951/mt.85.7.0532.

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One major theme of the National Council of Teachers of Mathematic's Curriculum and Evaluation Standards far School Mathematics (1989) is the connection between mathematical ideas and their applications to real-world situations. We shall use concepts from discrete mathematics in describing the relationship between sports series and Pascal's triangle.

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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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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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Collison, Judith. "Using Performance Assessment to Determine Mathematical Dispositions." Arithmetic Teacher 39, no. 6 (February 1992): 40–47. http://dx.doi.org/10.5951/at.39.6.0040.

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The proliferation of information and information technology demands educational change, especially in mathematics. The emphasis must shift from mere acquisition to the use of information to deepen mathematical understanding and appreciation. The NCTM 's Curriculum and Evaluation Standards (1989) envisions a new curriculum. Among its goals are the development of “mathematical power,” or “numeracy” (National Research Council 1989) and an appreciation of the beauty and power of mathematic (NCTM 1989). Mathematics instruction must not merely expand students' knowledge of mathematics but must also foster intellectual courage and a set of positive personal attitudes, or dispositions, that enable and empower students.

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LeBlanc, John. "By Way of Introduction." Arithmetic Teacher 32, no. 6 (February 1985): 2–3. http://dx.doi.org/10.5951/at.32.6.0002.

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The decription of the goal of elementary chool mathematics is often made using a two-dimensional model. One dimension include the content objectives, the other, the process objectives. Content objectives include the topics in mathematics that are studied. whereas proce objectives are the behaviors, the procees that student hould develop and use as the content objectives are studied and mastered. One such model used in the 1981–82 National Assessment of Educational Progress (NAEP 1981) is shown in figure 1. As an alternative to thi framework. some groups have identified a set of basic-skill area to be studied in elementary school mathematics. The ten areas listed by the National Council of Supervisors of Mathematic (1977) arc as follow: (1) problem solving: (2) applying mathematics to everyday situations: (3) alertness to the reasonableness of result; (4) estimation and approximation; (5) appropriate computational skills; (6) geometry: (7) measurement: (8) reading, interpreting. and contructing tables; (9) using mathematics to predict; and (10) computer literacy. One important goal not specifically mentioned in either of these two cheme is that of mathematical thinking. yet the development of mathematical thinking in students should be a central goal of any mathematic program.

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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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Putra, Yudi Yunika, and Rajab Vebrian. "Pengembangan Soal Matematika Model PISA Konteks Kain Cual Bangka Belitung." Jurnal Cendekia : Jurnal Pendidikan Matematika 3, no. 2 (September 15, 2019): 333–40. http://dx.doi.org/10.31004/cendekia.v3i2.114.

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This study aims to Produce PISA model mathematical problems context kain cual Bangka Belitung that meets valid, practical, and potential effect on students abilities mathematical literacy based on Basic Mathematics Ability. The subject of this research is students SMP Negeri 5 Pangkalpinang class IX.A is amounts 35 student. The research method uses design research type development study. Data were analyzed description based on criteria literacy mathematic ability based on Basic Mathematics Ability. Result this research is obtained a set of PISA mathematical problems Context kain cual Bangka Belitung is valid, practical, and potential effect on students abilities mathematical literacy. Valid obtained at stage expert review and one to one practicality is known in stages small group, and ability mathematic literacy based result analysis the answer students and questionnaire on field test stage. Based the result analysis is obtained developed problems have a potential effect on mathematical literacy abilities namely bring up the Basic Mathematical Ability.

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Pasaribu, Joy Frandero Yoni Astra, and Louise M. Saija. "IMPROVEMENT OF MATHEMATICAL PROBLEM SOLVING ABILITIES USING MISSOURI MATHEMATICS PROJECT LEARNING MODEL." Abstract Proceedings International Scholars Conference 7, no. 1 (December 18, 2019): 1539–49. http://dx.doi.org/10.35974/isc.v7i1.1161.

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Introduction: Mathematical problem solving ability is very important in mathematic learning, because is can help students to solve daily life problems better. But the students mathematical problem solve ability is not high yet, one of the factor is because many students only know the standard procedures of solving mathematics problems, and when the given problem are different from the examples they tend to give up easily. This comparative design study aims to find out the improvement of students mathematical problem solving ability using Missouri Mathematics Project (MMP) learning model with individual assignments and small group assignments, and to find out whether there are differences between those two. Method: The sample in this study was VII grade students at SMP Advent Cimindi and SMP Advent II Bandung, Bandung. The instruments used in the study are mathematical problem solving test and questionnaire for response toward the Missouri Mathematics Project (MMP) learning model as the non-test instrument. Result: The results showed that the improvement of mathematical problem solving abilities of students who obtained the Missouri Mathematics Project (MMP) learning model with individual assignments and students who obtained the Missouri Mathematics Project (MMP) learning model by assigning small groups was categorized as high. Statistically, there is a significant difference in the students mathematical problem solving improvement after being taught using Missouri Mathematics Project (MMP) learning model, between students who get individual assignments and small group assignments. The response questionnaire result shows that students who acquire individual assignments like the Missouri Mathematics Project (MMP) learning model, more further the students who acquire group assignments really like the Missouri Mathematics Project (MMP) learning model.

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Trisnawati, Trisnawati, Rani Pratiwi, and Winia Waziana. "The effect of realistic mathematics education on student's mathematical communication ability." Malikussaleh Journal of Mathematics Learning (MJML) 1, no. 1 (May 5, 2018): 31. http://dx.doi.org/10.29103/mjml.v1i1.741.

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This study aims to obtain a description of the application of Realistic Mathematic Education (RME) that can improve students' mathematical communication ability. The type of research used is a classroom action research that refers to the design of Kemmis and Mc.Taggart research they are planning, action, observation, and reflection. The results showed that Implementation of mathematics learning with Realistic Mathematics Education (RME) approach that can improve mathematical communication ability is a mathematics learning that has been done in accordance with RME characteristics, That is: use of real context (teacher presents a contextual problem and ask the student to understand the given problem). use of mathematical models (the students modeling by using props to solve problem), use of student production and construction in learning (the teacher gives opportunity to all students to solve the problem, and invite students to deliver the answer), existence of interaction (interaction occurs between teacher and students, and between student one with another), and the existence of integration (combines one unit of mathematics with other units also have integrated with other scientific fields).

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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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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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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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Dianita, Dianita Karunia, and Ishaq Nuriadin. "The Effect of Realistics Mathematics Education Models to Enhancement Students’ Mathematics Solving-Problem Ability." Numerical: Jurnal Matematika dan Pendidikan Matematika 7, no. 1 (June 25, 2023): 167–76. http://dx.doi.org/10.25217/numerical.v7i1.3629.

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Teachers still use traditional teaching methods, so students' mathematical problem-solving abilities must improve. Because the anticipated model lends itself to improving students' math problem-solving abilities, the authors of this study applied the Realistic Mathematic Education model. This study aims to ascertain how the Realistic Mathematics Education Model affects students' aptitude for solving mathematical problems. Quasi-experimentation is an adopted research approach. Nonequivalent Control Group Design is the format adopted for design. The participants of this study were all fourth-grade students of SDN Cipadu 1 Tangerang City for the 2022–2023 year. The research uses a saturation sampling strategy. Sixty-one students were included in the sample for this investigation. This study uses verified and considered reliable tools in the form of tests. The aim is to determine how students' ability to solve math problems affects data; the SPSS 22.0 program is used for analysis. The results showed that the significance of the t-test was 0.000, indicating that the Realistic Mathematics education paradigm significantly impacted students' mathematical problem-solving ability.

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Samron, Samron, and Safarudin. "Pengaruh Model Pembelajaran Realistic Mathematic Education Terhadap Kemampuan Berpikir Kritis Matematis Siswa SMP." Jurnal Ilmiah Soulmath : Jurnal Edukasi Pendidikan Matematika 10, no. 1 (June 28, 2022): 63–74. http://dx.doi.org/10.25139/smj.v10i1.4385.

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Abstract Entering the life of the industrial revolution 4.0, high-level abilities must be possessed by every student including the ability to think critically in mathematics. Developing and improving students' mathematical critical thinking skills requires a learning model that can allow students to develop ideas by relating students' real lives. The learning model that relates to the real-life of students in the learning process is the realistic mathematics education, learning model. This study aimed to determine the effect of the realistic mathematics education learning model on the mathematical critical thinking skills of junior high school students. This type of research is quasi-experimental with a pretest-posttest control group design in class VIII SMP Negeri 9 Baubau with as many as 2 classes consisting of 1 experimental class and 1 control class. Sampling using a purposive sampling technique. Data were analyzed using t-test analysis. The results showed: (1) the realistic mathematics education learning model had an effect on increasing students' mathematical critical thinking skills; (2) the realistic mathematics education learning model has a better effect than conventional learning models on increasing the mathematical critical thinking skills of junior high school students. Keywords: Learning Models, Realistic Mathematics Education, Critical Thinking. Abstrak Memasuki kehidupan revolusi industri 4.0, kemampuan tingkat tinggi harus dimiliki setiap siswa diantaranya kemampuan berpikir kritis matematis. Mengembangkan dan meningkatkan kemampuan berpikir kritis matematis siswa membutuhkan model pembelajaran yang bisa memberikan keleluasan kepada siswa untuk mengembangkan ide dengan mengaitkan kehidupan nyata siswa. Model pembelajaran yang mengaitkan kehidupan nyata siswa dalam proses pembelajaran yaitu model pembelajaran realistic mathematics education. Tujuan penelitian ini adalah untuk mengetahui pengaruh model pembelajaran realistic mathematics education terhadap kemampuan berpikir kritis matematis siswa SMP. Jenis penelitian ini merupakan penelitian eksperimen semu dengan pretes-postest control group desain pada siswa kelas VIII SMP Negeri 9 Baubau sebanyak 2 kelas yang terdiri dari 1 kelas eksperimen dan 1 kelas kontrol. Pengambilan sampel dengan menggunakan tehnik purposive sampling. Data dianalisis menggunakan analisis uji-t. Hasil penelitian menunjukkan: (1) model pembelajaran realistic mathematic education berpengaruh terhadap peningkatan kemampuan berpikir kritis matematis siswa; (2) model pembelajaran realistic mathematic education berpengaruh lebih baik dari pada model pembelajaran konvensional terhadap peningkatan kemampuan berpikir kritis matematis siswa SMP. Kata Kunci: Model Pembelajaran, Realistic Mathematic Education, Berpikir Kritis.

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Tanu Wijaya, Tommy, Zhou Ying, and Aditya Purnama. "Using Hawgent Dynamic Mathematic Software in Teaching Trigonometry." International Journal of Emerging Technologies in Learning (iJET) 15, no. 10 (June 1, 2020): 215. http://dx.doi.org/10.3991/ijet.v15i10.13099.

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Learning media is a help assistant for students to understand mathematics concept. Sometimes textbooks are very boring and not interesting therefore an innovation using a technology based media is needed. This research aims to make a learning media to improve students’ ability on the topic of trigonometry. The learning process will use hawgent dynamic mathematic software as a mathematics learning media. The problems that we are going to find out through this research are 1) can developing a learning media such as hawgent dynamic mathematic software improve students’ mathematical ability? and 2) did the student show a positive response in the learning process when using hawgent dynamic mathematic software? This research will use the ADDIE method. The target of this research are 30 high school students. The instruments use for this research are the cognitive test, interview and observation. According to the research result, there is an improvement in the students’ mathematical ability for trigonometry when using hawgent dynamic mathematic software. This means that the implementation of hawgent dynamic mathematic software in the learning process is successful. Students are more active and enthusiastic in class. In conclusion, developing hawgent dynamic mathematic software can improve the students’ mathematical ability in trigonometry as students’ show positive response when the learning process is helped by hawgent.

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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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Muharani, Dwi Rizki, Lalu Sucipto, and Syaharuddin Syaharuddin. "KAJIAN MENDALAM TENTANG KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA NON-RUTIN SISWA." Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika 4, no. 2 (August 30, 2023): 1250–57. http://dx.doi.org/10.46306/lb.v4i2.351.

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This study aims to describe non-routine mathematics problem solving in relation to students' self-efficacy and math anxiety. We collect data from journal databases both national and international. The eligibility criteria are used with the keyword "non-routine mathematical problem solving" with intervals of the last 10 years. Based on the results of the synthesis, it was found that several important variables related to the topic were self-efficacy, reading comprehension, mathematic attitudes, think-aloud processes, mathematics anxiety, and truth-seeking. From these variables it was found that self-efficacy (self-confidence) and mathematics anxiety (anxiety mathematics) have an important role in solving non-routine mathematics problems

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Apriliyani, Mila Nurul, Siti Kumawati, Utari Oktaviani, and Heny Nugroho. "Analysis Student’s Mathematical Connection Ability of Class XII MIPA SMA N 1 Ngawen on Statistical Material." Proceeding International Conference on Science and Engineering 3 (April 30, 2020): 589–94. http://dx.doi.org/10.14421/icse.v3.570.

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The material in mathematics relates to each other and also relates to daily life. Likewise with statistics is one of the materials on the subject of mathematics that also has a relationship with other sciences, and has been widely used in daily life. This research explains the ability of the mathematic connections of the grade XII students of MIPA SMA N 1 Ngawen on the statistical material. With the aim to know the student's mathematic connection ability. The methods used are qualitative descriptive with research instruments in the form of tests and interviews. The research subject consists of 10 students with an analysis model on this research based on its mathematical connection indicators. From this research gained ability on the indicator linking between concepts on a mathematical material and indicators linking between mathematical concepts with daily life belonging to the high, and low category for indicators The mathematical concept with other sciences.

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Laudia, Stefanie Marla, and Budi Purwoko. "KAJIAN PENDEKATAN PEMBELAJARAN REALISTIC MATHEMATIC EDUCATION UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SD: ANALISIS LITERATUR." Jurnal Handayani 14, no. 1 (June 26, 2023): 75. http://dx.doi.org/10.24114/jh.v14i1.45943.

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This study aims to determine the improvement of elementary students’ mathematical problem-solving skills taught by Realistic Mathematic Education approach. The research method is a literature review. Data collection in this research is done by searching journal through Google Scholar. Keywords used for journal searching are: Classroom Action Research, Realistic Mathematic Education, problem solving, and Mathematic elementary. Subsequently, 15 Classroom Action Research articles were selected and further analyzed. Based on the analysis result, it can be concluded that the Realistic Mathematics Education approach can enhance elementary school students' problem-solving skills in mathematics. The improvement in problem-solving skills ranged from a minimum of 11.67% to a maximum of 70%.

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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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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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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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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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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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Journal articles on the topic 'Mathematics'

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