Relevant bibliographies by topics / Visual mathematics

Academic literature on the topic 'Visual mathematics'

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Published: 4 June 2021
Last updated: 30 January 2023

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Journal articles on the topic "Visual mathematics"

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Bixler, Harry, and Michele Emmer. "Visual Mathematics." College Mathematics Journal 26, no. 4 (September 1995): 341. http://dx.doi.org/10.2307/2687041.

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Radovic, Ljiljana, and Slavik Jablan. "Visual communication through visual mathematics." Filomat 23, no. 2 (2009): 56–67. http://dx.doi.org/10.2298/fil0902056r.

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In this paper we present some possibilities how different areas of visual mathematics (symmetry in art and science, isometric symmetry groups, similarity symmetry, modularity, antisymmetry, tessellations, theory of proportions, theory of visual perception, perspective, anamorphoses, visual illusions, ethnomathematics, mirror curves, optiles, fractal structures) can be used as a tool of visual communication. The paper also contains (in parts) a description of the course 'Visual Mathematics and Design' organized at the Faculty of Information Technologies (Belgrade).
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Do’stov, Sunnatullo, Axtamqul A’zamqulov, and Anvar Yusupov. "Visual approach to higher mathematics." Общество и инновации 3, no. 2 (April 12, 2022): 211–16. http://dx.doi.org/10.47689/2181-1415-vol3-iss2-pp211-216.

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The article discusses the possibilities of visualizing abstract mathematical concepts with the help of computer programs for educational purposes. The use of the interactive geometric environment GeoGebra in the study of certain topics of higher mathematics at the university contributes to the formation of visual representations of the studied mathematical objects.
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Sholeha, Viona Aida, Risnawati Risnawati, and Habibullah Habibullah. "An Analysis of Student Difficulties in Mathematics Learning in terms of Student Mathematical Connection Ability on Pythagoras Theorem." Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram 9, no. 1 (April 14, 2021): 12. http://dx.doi.org/10.33394/j-ps.v9i1.3510.

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This research aimed to describe student difficulties in mathematics learning in terms of student mathematical connection ability on Pythagoras theorem. This research was a qualitative descriptive research with case study design. The research subjects were 18 the IX grade students, then reduced to 5 students and purposive sampling technique was used in this research. Triangulation data such as mathematical connection ability and difficulties of mathematic learning tests and interview were used for collecting the data. The data were analyzed by Miles and Hubermen techniques including three stages: reduction, presentation, and conclusion/verification. The findings of this research showed that, each respondent has different difficulties at each mathematical connection ability level; (1) The subject (very high) mathematical connection ability level did not have problem with all indicators of difficulties in mathematics learning; (2) The subject (high) mathematical connection ability level had associations or visual-motor combination; (3) The subject (medium) mathematical connection ability level had associations or visual-motor combination and difficulties in recognizing and using symbols; (4) The subject (low) mathematical connection ability level had little spatial disruption, association or visual-motor combination, and little difficulties in recognizing and using symbols; (5) The subject (very low) mathematical connection ability level had spatial disruption, association or visual-motor combination, and difficulties in recognizing and using symbols
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Emmer, Michele. "Art and Visual Mathematics." Leonardo 27, no. 3 (1994): 237. http://dx.doi.org/10.2307/1576060.

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Brosnan, Patricia A. "Visual Mathematics: Using Geoboards." TEACHING Exceptional Children 29, no. 3 (January 1997): 18–22. http://dx.doi.org/10.1177/004005999702900303.

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Sourin, Alexei, and Lei Wei. "Visual immersive haptic mathematics." Virtual Reality 13, no. 4 (September 2, 2009): 221–34. http://dx.doi.org/10.1007/s10055-009-0133-2.

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Mihajlov-Carević, Miroslava, Milena Petrović, and Nebojša Denić. "Modern technologies and visual-logical approach in mathematics teaching." Ekonomski izazovi 9, no. 17 (2020): 80–88. http://dx.doi.org/10.5937/ekoizazov2017080m.

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In recent years, there has been an increased use of information and communication technologies and mathematical software in mathematics teaching. Numerous studies of the effectiveness of mathematical learning have shown the justification and usefulness of the implementation of new teaching AIDS. They also showed that learning with educational software has a great impact on students' achievement in the overall acquisition of mathematical knowledge during the school year as well as in the final exam at the end of primary education. Teaching realized by using computers and software packages is interesting for students, increases their interest and active participation. It is indisputable that the use of computers and mathematical software has great benefits that have been proven and presented in their works by many researchers of effective learning. It is also indisputable that one of the main tasks of teaching mathematics is to develop constructive thinking of students. The results of the research we conducted with primary and secondary school students showed the lack of visual-logical approach of students during the learning of mathematics as well as in solving mathematical problems. Visualization and representation of mathematical laws are of great importance in the realization of mathematics teaching. They should be applied everywhere and whenever possible.
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Bremigan, Elizabeth George. "Activites for Students: Dynamic Diagrams." Mathematics Teacher 94, no. 7 (October 2001): 566–74. http://dx.doi.org/10.5951/mt.94.7.0566.

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Reasoning with visual representations is an important component in solving many mathematical problems and in understanding many mathematical concepts and procedures. Students at all levels of mathematics frequently encounter visual representations—for example, diagrams, figures, and graphs—in discussions of mathematical ideas, in mathematics textbooks, and on tests. Teachers often use visual representations in the classroom when they present a mathematical problem, explain a problem's solution, or illustrate a mathematical concept. Although they frequently encounter and use visual representations in the mathematics classroom, neither teachers nor students may explicitly recognize the power of reasoning with visual representations or the potential for misconceptions that can arise from their use.
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Estri, Fadhila Kurnia, and Ibrahim Ibrahim. "Mathematical logical intelligences as a predictor of mathematics learning outcomes." Math Didactic: Jurnal Pendidikan Matematika 7, no. 1 (May 15, 2021): 86–100. http://dx.doi.org/10.33654/math.v7i1.1146.

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Penelitian ini dimaksudkan guna mengetahui prediksi hasil belajar matematika siswa mengacu dari kecerdasan logis matematis serta kecerdasan visual spasial. Penelitian ini menerapkan pendekatan kuantitatif, jenis penelitian korelasional. Penelitian dilaksanakan di SMP Negeri 16 Yogyakarta. Sampel yang digunakan sebanyak 36 siswa, metode penentuan sampel memakai cluster random sampling. Adapun instrumen yang dipakai guna menghimpun data yaitu skala kecerdasan logis matematis serta visual spasial. Teknik analisis data pada penelitian ini memakai analisis regresi ganda menggunakan software SPSS 25. Hasil penelitian menunjukkan jika kecerdasan logis matematis dan visual spasial terbukti sebagai prediktor hasil belajar matematika siswa kelas VIII SMP Negeri 16 Yogyakarta.
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Dissertations / Theses on the topic "Visual mathematics"

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Ekin, Özge [Verfasser]. "New Approaches to Visual Reasoning in Mathematics and Kantian Characterization of Mathematics / Özge Ekin." Berlin : Freie Universität Berlin, 2016. http://d-nb.info/1097263525/34.

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ROHDE, TREENA EILEEN M. A. "AN EXAMINATION OF HOW VISUAL PERCEPTION ABILITIES INFLUENCE MATHEMATICS ACHIEVEMENT." Case Western Reserve University School of Graduate Studies / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=case1196193538.

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Blok, Marius Jacobus Johannes. "The educational validity of visual geometry." Thesis, University of Hull, 1997. http://hydra.hull.ac.uk/resources/hull:3487.

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Hussain, Sibt Ul. "Machine Learning Methods for Visual Object Detection." Phd thesis, Université de Grenoble, 2011. http://tel.archives-ouvertes.fr/tel-00680048.

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The goal of this thesis is to develop better practical methods for detecting common object classes in real world images. We present a family of object detectors that combine Histogram of Oriented Gradient (HOG), Local Binary Pattern (LBP) and Local Ternary Pattern (LTP) features with efficient Latent SVM classifiers and effective dimensionality reduction and sparsification schemes to give state-of-the-art performance on several important datasets including PASCAL VOC2006 and VOC2007, INRIA Person and ETHZ. The three main contributions are as follows. Firstly, we pioneer the use of Local Ternary Pattern features for object detection, showing that LTP gives better overall performance than HOG and LBP, because it captures both rich local texture and object shape information while being resistant to variations in lighting conditions. It thus works well both for classes that are recognized mainly by their structure and ones that are recognized mainly by their textures. We also show that HOG, LBP and LTP complement one another, so that an extended feature set that incorporates all three of them gives further improvements in performance. Secondly, in order to tackle the speed and memory usage problems associated with high-dimensional modern feature sets, we propose two effective dimensionality reduction techniques. The first, feature projection using Partial Least Squares, allows detectors to be trained more rapidly with negligible loss of accuracy and no loss of run time speed for linear detectors. The second, feature selection using SVM weight truncation, allows active feature sets to be reduced in size by almost an order of magnitude with little or no loss, and often a small gain, in detector accuracy. Despite its simplicity, this feature selection scheme outperforms all of the other sparsity enforcing methods that we have tested. Lastly, we describe work in progress on Local Quantized Patterns (LQP), a generalized form of local pattern features that uses lookup table based vector quantization to provide local pattern style pixel neighbourhood codings that have the speed of LBP/LTP and some of the flexibility and power of traditional visual word representations. Our experiments show that LQP outperforms all of the other feature sets tested including HOG, LBP and LTP.
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Kundema, Imani Bakari. "Teaching for visual literacy by mathematics teachers in Tanzanian secondary schools." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60951.

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In this study, I examined the topic of teaching for visual literacy by mathematics teachers in Tanzanian secondary schools. One of the goals of teaching mathematics in these schools is for learners to acquire mathematical knowledge and skills, which will be useful in their daily lives and future careers. Several studies have shown that visual literacy enables learners to acquire knowledge and skills that are also useful in their lives and future careers. It is a well-known fact that mathematics plays an important role in human endeavours, and life in general. On the one hand, research persistently reports that mathematical concepts are too abstract and complex for learners, which makes it difficult for teachers to teach these concepts effectively. On the other hand, the literature suggests that teaching mathematics for visual literacy could assist learners in understanding mathematical concepts easily, and developing visual literacy skills. Learners could better understand the mathematical concepts being taught and acquire visual literacy skills through the use of both teacher-centred and learner-centred teaching styles and various teaching strategies, including traditional teaching; group work, in particular cooperative learning; discovery; problem-based learning; multimedia instruction; as well as providing an opportunity for learners to interpret visual information and use visual media. Using a case study of three mathematics teachers from three schools, this study examined how Tanzanian secondary school mathematics teachers taught for visual literacy in Form 2 classrooms. The data was collected using classroom observations and interviews. The findings from the collected data have suggested that Tanzanian mathematics teachers do not meet the requirements for teaching mathematics for visual literacy due to various factors, such as the length of the syllabus, lack of pedagogical content knowledge, insufficient technology and dynamic media in schools, teachers' beliefs, National Examinations rules and regulations, and overcrowded classrooms. Recommendations for further studies based on this study have also been made.
Dissertation (MEd)--University of Pretoria, 2016.
Science, Mathematics and Technology Education
MEd
Unrestricted
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Johnson, Jennifer E. "Investigating visual attention while solving college algebra problems." Thesis, Kansas State University, 2015. http://hdl.handle.net/2097/19704.

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Master of Science
Mathematics
Andrew G. Bennett
This study utilizes eye-tracking technology as a tool to measure college algebra students’ mathematical noticing as defined by Lobato and colleagues (2012). Research in many disciplines has used eye-tracking technology to investigate the differences in visual attention under the assumption that eye movements reflect a person’s moment-to-moment cognitive processes. Motivated by the work done by Madsen and colleagues (2012) who found visual differences between those who correctly and incorrectly solve introductory college physics problems, we used eye-tracking to observe the visual attention difference between correct and incorrect solvers of college algebra problems. More specifically, we consider students’ visual attention when presented tabular representations of linear functions. We found that in several of the problems analyzed, those who answered the problem correctly spend more time looking at relevant table values of the problem while those who answered the problem incorrectly spend more time looking at irrelevant table labels x, y, y = f(x) of the problem in comparison to the correct solvers. More significantly, we found a noteworthy group of students, who did not move beyond table labels, using these labels solely to solve the problem. Future analyses need to be done to expand on the differences between eye patterns rather than just focusing on dwell time in the relevant and irrelevant areas of a table.
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Suggate, Jennifer. "The use of visual images in computer programs for primary school mathematics." Thesis, Open University, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.358076.

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Freeman, Jeremy. "Computation and representation in the primate visual system." Thesis, New York University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10143918.

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The purpose of vision is to find behaviorally relevant structure in the ever-flowing chaos of sensory input. In the primate, this goal is achieved by a hierarchy of cortical areas that extract increasingly complex forms of information from the light arriving at the retina. Despite success characterizing the early stages of this pathway — the retina, the lateral geniculate nucleus, and primary visual cortex (V1) — we have a poor understanding of how transformations in later stages yield selectivity for the complex shapes and objects that primates readily recognize.

According to a classical, constructionist view, the later stages of the visual system assemble elementary inputs — like the oriented features encoded by V1 — into larger and more complex combinations, capturing the structural relationships that determine the visual world. But this approach has stumbled on the enigmatic second visual area, V2, whose neurons defy our intuitions about how to begin segmenting scenes and encoding the shapes of objects.

In this thesis we develop a framework for the study of intermediate visual processing in the primate, focused on computation and representation in area V2. Rather than try to predict the responses of visual neurons to arbitrary inputs, we test hypotheses about their function by generating targeted experimental stimuli. The stimuli we use reflect the messy statistical reality of natural images, rather than intuitions about object construction. We identify novel responses properties in macaque and human V2 that robustly differentiates it from V1. We propose mechanistic explanations for these properties by contextualizing them among existing models of hierarchical computation. And we link these properties to several perceptual capabilities -- and limits -- that appear to depend specifically on processing in V2, and imply striking consequences for everyday vision.

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Edwards, Jesse R. "'Marveilous newtrality'/'strange participation' : mathematics and the colonial attitude in seventeenth-century England." Thesis, University of Sussex, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.360605.

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Hoffmann, McElory Roberto. "Stochastic visual tracking with active appearance models." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1381.

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Thesis (PhD (Applied Mathematics))--University of Stellenbosch, 2009.
ENGLISH ABSTRACT: In many applications, an accurate, robust and fast tracker is needed, for example in surveillance, gesture recognition, tracking lips for lip-reading and creating an augmented reality by embedding a tracked object in a virtual environment. In this dissertation we investigate the viability of a tracker that combines the accuracy of active appearancemodels with the robustness of the particle lter (a stochastic process)—we call this combination the PFAAM. In order to obtain a fast system, we suggest local optimisation as well as using active appearance models tted with non-linear approaches. Active appearance models use both contour (shape) and greyscale information to build a deformable template of an object. ey are typically accurate, but not necessarily robust, when tracking contours. A particle lter is a generalisation of the Kalman lter. In a tutorial style, we show how the particle lter is derived as a numerical approximation for the general state estimation problem. e algorithms are tested for accuracy, robustness and speed on a PC, in an embedded environment and by tracking in ìD. e algorithms run real-time on a PC and near real-time in our embedded environment. In both cases, good accuracy and robustness is achieved, even if the tracked object moves fast against a cluttered background, and for uncomplicated occlusions.
AFRIKAANSE OPSOMMING: ’nAkkurate, robuuste en vinnige visuele-opspoorderword in vele toepassings benodig. Voorbeelde van toepassings is bewaking, gebaarherkenning, die volg van lippe vir liplees en die skep van ’n vergrote realiteit deur ’n voorwerp wat gevolg word, in ’n virtuele omgewing in te bed. In hierdie proefskrif ondersoek ons die lewensvatbaarheid van ’n visuele-opspoorder deur die akkuraatheid van aktiewe voorkomsmodellemet die robuustheid van die partikel lter (’n stochastiese proses) te kombineer—ons noem hierdie kombinasie die PFAAM. Ten einde ’n vinnige visuele-opspoorder te verkry, stel ons lokale optimering, sowel as die gebruik van aktiewe voorkomsmodelle wat met nie-lineêre tegnieke gepas is, voor. Aktiewe voorkomsmodelle gebruik kontoer (vorm) inligting tesamemet grysskaalinligting om ’n vervormbaremeester van ’n voorwerp te bou. Wanneer aktiewe voorkomsmodelle kontoere volg, is dit normaalweg akkuraat,maar nie noodwendig robuust nie. ’n Partikel lter is ’n veralgemening van die Kalman lter. Ons wys in tutoriaalstyl hoe die partikel lter as ’n numeriese benadering tot die toestand-beramingsprobleem afgelei kan word. Die algoritmes word vir akkuraatheid, robuustheid en spoed op ’n persoonlike rekenaar, ’n ingebedde omgewing en deur volging in ìD, getoets. Die algoritmes loop intyds op ’n persoonlike rekenaar en is naby intyds op ons ingebedde omgewing. In beide gevalle, word goeie akkuraatheid en robuustheid verkry, selfs as die voorwerp wat gevolg word, vinnig, teen ’n besige agtergrond beweeg of eenvoudige okklusies ondergaan.
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Books on the topic "Visual mathematics"

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Concepts & images: Visual mathematics. Boston: Birkhäuser, 1993.

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Martinovic, Dragana, Viktor Freiman, and Zekeriya Karadag, eds. Visual Mathematics and Cyberlearning. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-2321-4.

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Amazing visual math. New York, NY: DK Publishing, 2014.

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Visual guide to math. New York, New York: Dorling Kindersley, 2018.

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Fomenko, Anatolij T. Visual Geometry and Topology. Berlin, Heidelberg: Springer Berlin Heidelberg, 1994.

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Giaquinto, M. Visual thinking in mathematics: An epistemological study. New York: Oxford University Press, 2007.

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Hansen, Pamela Dale. Math visual glossary. Vancouver, BC: VSB Curriculum Publications, 1997.

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Kalajdzievski, Sasho. Math and art: An introduction to visual mathematics. Boca Raton: CRC Press, 2008.

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Michele, Emmer, ed. The visual mind II. Cambridge, Mass: MIT Press, 2005.

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Mathematical discourse: Language, symbolism and visual images. London: Continuum, 2005.

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Book chapters on the topic "Visual mathematics"

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Vince, John. "Visual Mathematics." In Foundation Mathematics for Computer Science, 1–4. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-21437-5_1.

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Vince, John. "Visual Mathematics." In Foundation Mathematics for Computer Science, 1–4. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-42078-9_1.

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Vince, John. "Visual Mathematics." In Foundation Mathematics for Computer Science, 1–5. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-17411-7_1.

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Brown, Ronald. "Mathematics and Knots." In Visual Representations and Interpretations, 32–42. London: Springer London, 1999. http://dx.doi.org/10.1007/978-1-4471-0563-3_4.

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Chen, Min, Klaus Mueller, and Anders Ynnerman. "Fusion of Visual Channels." In Mathematics and Visualization, 119–27. London: Springer London, 2014. http://dx.doi.org/10.1007/978-1-4471-6497-5_12.

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Tall, David. "Visual Organisers for Formal Mathematics." In NATO ASI Series, 52–70. Berlin, Heidelberg: Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/978-3-642-57771-0_4.

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Alagic, Gorjan, and Mara Alagic. "Collaborative Mathematics Learning in Online Environments." In Visual Mathematics and Cyberlearning, 23–48. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-2321-4_2.

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Weber, Gunther H., and Helwig Hauser. "Interactive Visual Exploration and Analysis." In Mathematics and Visualization, 161–73. London: Springer London, 2014. http://dx.doi.org/10.1007/978-1-4471-6497-5_15.

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Tricoche, Xavier, Rob MacLeod, and Chris R. Johnson. "Visual Analysis of Bioelectric Fields." In Mathematics and Visualization, 205–20. Berlin, Heidelberg: Springer Berlin Heidelberg, 2008. http://dx.doi.org/10.1007/978-3-540-72630-2_12.

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Natarajan, Vijay, Patrice Koehl, Yusu Wang, and Bernd Hamann. "Visual Analysis of Biomolecular Surfaces." In Mathematics and Visualization, 237–55. Berlin, Heidelberg: Springer Berlin Heidelberg, 2008. http://dx.doi.org/10.1007/978-3-540-72630-2_14.

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Conference papers on the topic "Visual mathematics"

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Rif'at, Mohamad, Nilamsari Kusumastuti, and Nurfadilah Siregar. "Visual representation in solving mathematics problems." In PROCEEDINGS OF THE 6TH NATIONAL CONFERENCE ON MATHEMATICS AND MATHEMATICS EDUCATION. AIP Publishing, 2022. http://dx.doi.org/10.1063/5.0096126.

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Lai, Danbo, and Alexei Sourin. "Visual immersive mathematics in 3D web." In the 10th International Conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/2087756.2087856.

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Babura, Babangida Ibrahim, Mohd Bakri Adam, Anwar Fitrianto, and Aminu Tukur Mohammad. "Stairboxplot and visual analysis of univariate dataset." In PROCEEDINGS OF THE INTERNATIONAL CONFERENCE ON MATHEMATICAL SCIENCES AND TECHNOLOGY 2018 (MATHTECH2018): Innovative Technologies for Mathematics & Mathematics for Technological Innovation. AIP Publishing, 2019. http://dx.doi.org/10.1063/1.5136429.

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Utami, Arinka Putri, Mardiyana, and Ikrar Pramudya. "Visual Students: How Their Representation in Problem Solving?" In International Conference of Mathematics and Mathematics Education (I-CMME 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211122.005.

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Ismaiel, Yaseen H. "Visual cryptography for message confidentiality." In SECOND INTERNATIONAL CONFERENCE OF MATHEMATICS (SICME2019). Author(s), 2019. http://dx.doi.org/10.1063/1.5097808.

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Sorge, Volker. "Supporting Visual Impaired Learners in Editing Mathematics." In ASSETS '16: The 18th International ACM SIGACCESS Conference on Computers and Accessibility. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2982142.2982212.

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Oktalidiasari, Dwi, Darmawijoyo, and Somakim. "Learning Mathematical Modelling: How to Design Visual Formed Students’ Worksheets Problem." In 1st International Conference on Mathematics and Mathematics Education (ICMMEd 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210508.064.

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Shirota, Yukari, and Basabi Chakraborty. "Visual Explanation of Mathematics in Latent Semantic Analysis." In 2015 IIAI 4th International Congress on Advanced Applied Informatics (IIAI-AAI). IEEE, 2015. http://dx.doi.org/10.1109/iiai-aai.2015.174.

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Kmetova, Maria. "CONSTRUCTIVIST TEACHING OF MATHEMATICS USING A VISUAL APPROACH." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.0619.

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Rolan, Eka Nanda Azer, Darmawijoyo, and Indaryanti. "Learning Mathematical Modelling: Junior School Student’s Argumentative Ability Through a Visual-Formed Problem." In 1st International Conference on Mathematics and Mathematics Education (ICMMEd 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210508.062.

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Reports on the topic "Visual mathematics"

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Poggio, Tomaso, and Stephen Smale. Hierarchical Kernel Machines: The Mathematics of Learning Inspired by Visual Cortex. Fort Belvoir, VA: Defense Technical Information Center, February 2013. http://dx.doi.org/10.21236/ada580529.

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Modlo, Yevhenii O., Serhiy O. Semerikov, Ruslan P. Shajda, Stanislav T. Tolmachev, and Oksana M. Markova. Methods of using mobile Internet devices in the formation of the general professional component of bachelor in electromechanics competency in modeling of technical objects. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3878.

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The article describes the components of methods of using mobile Internet devices in the formation of the general professional component of bachelor in electromechanics competency in modeling of technical objects: using various methods of representing models; solving professional problems using ICT; competence in electric machines and critical thinking. On the content of learning academic disciplines “Higher mathematics”, “Automatic control theory”, “Modeling of electromechanical systems”, “Electrical machines” features of use are disclosed for Scilab, SageCell, Google Sheets, Xcos on Cloud in the formation of the general professional component of bachelor in electromechanics competency in modeling of technical objects. It is concluded that it is advisable to use the following software for mobile Internet devices: a cloud-based spreadsheets as modeling tools (including neural networks), a visual modeling systems as a means of structural modeling of technical objects; a mobile computer mathematical system used at all stages of modeling; a mobile communication tools for organizing joint modeling activities.
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Ivanova, Halyna I., Olena O. Lavrentieva, Larysa F. Eivas, Iuliia O. Zenkovych, and Aleksandr D. Uchitel. The students' brainwork intensification via the computer visualization of study materials. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3859.

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The paper the approaches to the intensification of the students’ brainwork by means of computer visualization of study material have been disclosed. In general, the content of students’ brainwork has been presented as a type of activity providing the cognitive process, mastering the techniques and ways of thinking, developing the capabilities and abilities of the individual, the product of which is a certain form of information, as a result of the brainwork the outlook of the subject of work is enriched. It is shown the visualization is the process of presenting data in the form of an image with the aim of maximum ease of understanding; the giving process of visual form to any mental object. In the paper the content, techniques, methods and software for creating visualization tools for study material has exposed. The essence and computer tools for creating such types of visualization of educational material like mind maps, supporting notes and infographics have been illustrated; they have been concretized from the point of view of application in the course of studying the mathematical sciences. It is proved the use of visualization tools for study materials helps to increase the intensity and effectiveness of students’ brainwork. Based on the results of an empirical study, it has been concluded the visualization of study materials contributes to the formation of students’ key intellectual competencies and forming their brainwork culture.
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Jacobsen, Nils. Linjebussens vekst og fall i den voksende byen: en studie av bybussenes geografiske kvalitet Stavanger – Sandnes 1920 – 2010. University of Stavanger, November 2019. http://dx.doi.org/10.31265/usps.244.

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Linear city bus services are facing increased challenges from city growth. Increased number of inhabitants on increasing acres of built-up areas, makes it demanding to maintain adequate bus services within reasonable catchment areas. Number of departures per hour give a partial description of the bus service quality. Number of departures give reference to the time aspect of bus service quality, but say nothing about the geographical aspect. What part of the entire line network is within reach of direct bus service when frequencies are limited? To address the geographical aspect of bus service quality, the term network ratio is introduced. The term Network Ratio (NR) signifies what part of the entire line network is within reach of direct bus service to or from a certain place in the network. Network Ratio is given as a mathematical term whereby direct bus lines are calculated as a percentage of the entire network. The character and development of Network Ratio in a specific city is illustrated through an analysis of the urban growth of line network and built-up areas in the twin cities of Stavanger and Sandnes. The analysis is covering the period 1920 – 2000 in intervals of 20 years from the first bus lines were established in the urban area. Year 2010 is also included due to major changes implemented right after the turn of the millennium. Development show there is a close relation between bus network and built-up areas. When areas are being built, bus lines follow. The initial fase 1920 – 40 with extensive development of bus lines combined with some areal growth, is followed by a fase of consolidation 1940 – 60. The latter period is characterized by moderate areal growth, extended lines reducing network ratios, and increasing frequencies on the best bus lines. Extensive areal growth in the following period 1960 – 80, implies increased number of bus lines. As a consequence network ratios as well as frequencies are falling in the entire network. In 1960 certain lines had developed as much as 6 departures per hour, while maximum bus line frequency in 1980 has diminished to 2. New bus service development is introduced in the following period between 1980 and 2000. Numerous bus companies are united, and a more comprehensive planning of bus services are applied. The number of bus lines is stabilized at about 40, the fall in network ratio is reduced, and certain lines develop 4 departures per hour. Parallell to the bus development, growth of built-up areas is slowing down due to increased urban renewal with higher densities within built-up areas. In the period 2000 – 2010 new efforts are given to the development of bus services. Development of Network Ratio takes a new direction: The length of network links with high NR is increasing, while links with very low NR are diminishing. Number of bus lines is decreasing, and by 2010 almost 50% of the bus lines are served with 4 departures or more. Passenger comfort is improved in buses as well as on bus stops, and low floor buses are introduced to ease accessibility. Bus service quality is further developed after 2010. Digital services are introduced including digital ticketing, bus service information and real-time information on internet. In addition real-time information is presented at high frequency bus stops through visual screen and auditory speaker. Inside the buses name of next stop is given on screen and through loudspeaker. Further development of the bus services, should include improved Network Ratios in the entire network, as well as increased frequencies on major bus corridors. The latter is a task not only for the bus service planners, but just as well for the city planners and politicians in collaboration with the developers implementing urban density and allocation of important destinations. A last, but not least, objective for bus service development will be to improve punctuality and total travel time. Today a considerable proportion of city bus services are delayed in car traffic congestions. This is occurring especially on main streets and during rush hours. A set of different solutions are needed to address this question: 1. Dedicated bus streets (including car access to limited addresses) 2. Bus lines through local streets in concentrated housing, office and shopping areas. 3. Dedicated bus lane on main streets where possible. 4. Car traffic regulations on main streets without space for extra bus lane. As an overall vision, we need to cultivate the word of Flemming Larsen: urban growth as pearls on a string, as shown in fig. 13 and fig. 14.
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Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice. Center for Equity for English Learners, 2022. http://dx.doi.org/10.15365/ceel.publication.2022.0001.

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Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice is comprised of over 350 annotations from both recent and seminal literature (released between 1984–2021) that have significant implications for research, policy, and practice for English learner (EL) linguistic, social, and academic achievement. This annotated bibliography serves as a resource for researchers, policymakers, educators, and advocates who are working for equity and excellence for ELs. The authors provide a comprehensive selection of works focused on theory, research, and practice. The annotations are a result of purposeful searches of 23 topics in empirical and theoretical articles from peer-reviewed journals, books, book chapters, and reports from leading scholars in the field. Among the topics addressed relevant to EL education are broad areas such as: bilingual teacher preparation, teaching and professional development, university and district partnerships, digital learning for ELs, social emotional development, culturally sustaining pedagogy, and English Language Development (ELD) for elementary and secondary level students. The Integrated ELD (content instruction) topic is subcategorized according to specific disciplines including: English language arts, history, mathematics, science, visual & performing arts, and STEM. In order to provide additional information for readers, each annotation includes: (1) the source description (e.g., book, journal article, report), (2) type of source (e.g., empirical, guidance, theoretical), and (3) keywords.
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