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Libros sobre el tema "Mathematics"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 21 de diciembre de 2024

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1

Gray, Theodore W. Exploring mathematics with Mathematica: Dialogs concerning computers and mathematics. Redwood City, Calif: Addison-Wesley, 1991.

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2

Nunes, Terezinha. Street mathematics and school mathematicss. New York: Cambridge U P, 1993.

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3

Philip, Crooke, ed. Mathematics and Mathematica for economists. Cambridge, Mass: Blackwell, 1997.

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4

Litvinov, G. L. y V. P. Maslov, eds. Idempotent Mathematics and Mathematical Physics. Providence, Rhode Island: American Mathematical Society, 2005. http://dx.doi.org/10.1090/conm/377.

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5

McDuffie, Amy Roth, ed. Mathematical Modeling and Modeling Mathematics. Reston, VA: National Council of Teachers of Mathematics, 2016.

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6

Omel'chenko, Vitaliy, Natal'ya Karasenko, A. Lavrent'ev y V. Stukopin. Mathematics. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1855784.

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The textbook describes in detail the basics of discrete mathematics, mathematical analysis, basic numerical methods, elements of linear algebra, probability theory and mathematical statistics. The presentation of the theoretical material is accompanied by a large number of examples and tasks. Tasks for independent work are given. Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation. For students of all specialties of secondary vocational educational institutions.
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7

Stojanovic, Srdjan. Computational Financial Mathematics using MATHEMATICA®. Boston, MA: Birkhäuser Boston, 2003. http://dx.doi.org/10.1007/978-1-4612-0043-7.

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8

Yuhno, Natal'ya. Mathematics. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1002604.

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The textbook presents: theoretical material, solved multi-level tasks on topics and practical exercises, test tasks, theoretical questions that form the communicative competence of students in independent work. Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation. It is intended for studying theoretical material and performing independent work in mathematics within the framework of the mandatory hours provided for by the work programs in the discipline PD. 01 "Mathematics: algebra, the beginning of mathematical analysis, geometry" for students of the specialties 23.02.03 "Maintenance and repair of motor transport", 13.02.11"Technical operation and maintenance of electrical and electromechanical equipment (by industry)".
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9

Clark, Colin Whitcomb. Mathematical bioeconomics: The mathematics of conservation. 3a ed. Hoboken, N.J: Wiley, 2010.

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10

Peter, Milosav y Ercegovaca Irene, eds. Mathematics and mathematical logic: New research. Hauppauge, NY: Nova Science Publishers, 2009.

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11

I, Koptev IU︠︡ y Fiziko-tekhnicheskiĭ institut im. A.F. Ioffe., eds. Mathematical physics, applied mathematics and informatics. Commack, New York: Nova Science Publishers, 1993.

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12

Massachusetts. Dept. of Education. Mathematics curriculum framework: Achieving mathematical power. Malden, Mass: Commonwealth of Massachusetts, Dept. of Education, 1997.

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13

Project, School Mathematics, ed. Mathematical methods: The School Mathematics Project. Cambridge: Cambridge University Press, 1998.

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14

Roth, Wolff-Michael. The Mathematics of Mathematics. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-926-3.

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15

Bullynck, Maarten, Michael N. Fried, Joseph W. Dauben, Jeanne Peiffer, Maarten Bullynck, Tom Archibald, Tom Archibald et al., eds. A Cultural History of Mathematics In The Eighteenth Century. Bloomsbury Publishing Plc, 2024. http://dx.doi.org/10.5040/9781350294868.

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A Cultural History of Mathematicsin the Eighteenth Century covers the period from 1687 to 1800. Advances in the use of calculus opened up both nature and society to mathematical analysis, while mathematical skills became increasingly valuable in ongoing power struggles between nation-states. This redefined the role of mathematics in many professional occupations, encouraging greater numerical literacy and better mathematical education. Building on advances in both analysis and physics, mathematics helped shape the ideas of the Enlightenment. The six volume set of the Cultural History of Mathematics explores the value and impact of mathematics in human culture from antiquity to the present. The themes covered in each volume are everyday numeracy; practice and profession; inventing mathematics; mathematics and worldviews; describing and understanding the world; mathematics and technological change; representing mathematics.
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16

Archibald, Tom, Michael N. Fried, Joseph W. Dauben, Jeanne Peiffer, Maarten Bullynck, Tom Archibald, Tom Archibald et al., eds. A Cultural History of Mathematics In The Modern Age. Bloomsbury Publishing Plc, 2024. http://dx.doi.org/10.5040/9781350294967.

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A Cultural History of Mathematicsin the Modern Age covers the period from 1914 to today. Across the Twentieth Century, mathematics influenced two World Wars and the shape of modern warfare, nuclear technology, and the space age, while the certainties of mathematics were taken up by philosophers, artists, and writers. In the increasingly digital world of the Twenty-first Century, the exponential growth of mathematical knowledge has triggered major technological developments. Mathematical ideas now inform fundamental physical theories and technological models; even our social connectivity relies on mathematical algorithms. The six volume set of the Cultural History of Mathematics explores the value and impact of mathematics in human culture from antiquity to the present. The themes covered in each volume are everyday numeracy; practice and profession; inventing mathematics; mathematics and worldviews; describing and understanding the world; mathematics and technological change; representing mathematics.
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17

Ginsburg, Herbert P., Rachael Labrecque, Kara Carpenter y Dana Pagar. New Possibilities for Early Mathematics Education. Editado por Roi Cohen Kadosh y Ann Dowker. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.029.

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Mathematics instruction for young children should begin early, elaborate on and mathematize children’s everyday mathematics, promote a meaningful integration and synthesis of mathematics knowledge, and advance the development of conceptual understanding, procedural fluency, and use of effective strategies. The affordances provided by computer programs can be used to further these goals by involving children in activities that are not possible with traditional methods. Drawing on research and theory concerning the development of mathematical cognition, learning, and teaching, high quality mathematics software can provide a productive learning environment with several components: (1) useful instructions and demonstrations, scaffolds, and feedback; (2) mathematical tools (like a device that groups objects into tens); and (3) virtual objects, manipulatives and mathematical representations. We propose a five-stage iterative research and development process consisting of (1) coherent design; (2) formative research; (3) revision; (4) learning studies; and (5) summative research. A case study ofMathemAntics, software for children ranging from age 3 to grade 3, illustrates the research and development process. The chapter concludes with implications for early childhood educators, software designers, and researchers.
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18

León, José Guillermo Sánchez. Mathematica® Beyond Mathematics. Chapman and Hall/CRC, 2017. http://dx.doi.org/10.4324/9781315156149.

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19

Packel, Ed. Mathematica for Mathematics Teachers. Inst of Computation, 1996.

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20

Engineering mathematics with Mathematica. New York: McGraw Hill, 1995.

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21

Fried, Michael N., Michael N. Fried, Joseph W. Dauben, Jeanne Peiffer, Maarten Bullynck, Tom Archibald, Tom Archibald et al., eds. A Cultural History of Mathematics In Antiquity. Bloomsbury Publishing Plc, 2024. http://dx.doi.org/10.5040/9781350294769.

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A Cultural History of Mathematicsin Antiquity covers the period from 3000 BCE to 500 CE, exploring the great richness and diversity of mathematical thought and activity across the ancient world. Our modern notion of mathematics – and the word itself – was established by Greco-Roman culture. However, sophisticated forms of what we should call mathematics – number systems, ways of measurement, notation, and formulae – were developed millennia earlier by scribes in ancient Egypt, Mesopotamia, and Iraq. Mathematics proved just as invaluable in trade, taxation, astronomy, engineering, war, and agriculture in antiquity as it does now. The six volume set of the Cultural History of Mathematics explores the value and impact of mathematics in human culture from antiquity to the present. The themes covered in each volume are everyday numeracy; practice and profession; inventing mathematics; mathematics and worldviews; describing and understanding the world; mathematics and technological change; representing mathematics.
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22

The Mathematica guidebook: Mathematics in Mathematica. New York: Telos, 2000.

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23

Linnebo, Øystein. Truth in Mathematics. Editado por Michael Glanzberg. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780199557929.013.24.

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This chapter discusses four questions concerning the nature and role of the concept of truth in mathematics. First, the question as to whether the concept of truth is needed in a philosophical account of mathematics is answered affirmatively: a formalist approach to the language of mathematics is inadequate. Next, following Frege, a classical conception of mathematical truth is defended, involving the existence of mathematical objects. The third question concerns the relation between the existence of mathematical objects and the objectivity of mathematical truth. A traditional platonist seeks to explain the latter in terms of the former, while Frege reverses this order of explanation. Finally, the question regarding the extent to which mathematical statements have objective truth-values is discussed.
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24

Kistler, Elmo. Mathematical Physics: Mathematics Series. Scitus Academics LLC, 2018.

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25

Stillwell, John. Reverse Mathematics. Princeton University Press, 2019. http://dx.doi.org/10.23943/princeton/9780691196411.001.0001.

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Reverse mathematics is a new field that seeks to find the axioms needed to prove given theorems. Reverse mathematics began as a technical field of mathematical logic, but its main ideas have precedents in the ancient field of geometry and the early twentieth-century field of set theory. This book offers a historical and representative view, emphasizing basic analysis and giving a novel approach to logic. It concludes that mathematics is an arena where theorems cannot always be proved outright, but in which all of their logical equivalents can be found. This creates the possibility of reverse mathematics, where one seeks equivalents that are suitable as axioms. By using a minimum of mathematical logic in a well-motivated way, the book will engage advanced undergraduates and all mathematicians interested in the foundations of mathematics.
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26

Shapiro, Stewart. Philosophy of Mathematics. Editado por Herman Cappelen, Tamar Szabó Gendler y John Hawthorne. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199668779.013.22.

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This article examines a number of issues and problems that motivate at least much of the literature in the philosophy of mathematics. It first considers how the philosophy of mathematics is related to metaphysics, epistemology, and semantics. In particular, it reviews several views that account for the metaphysical nature of mathematical objects and how they compare to other sorts of objects, including realism in ontology and nominalism. It then discusses a common claim, attributed to Georg Kreisel that the important issues in the philosophy of mathematics do not concern the nature of mathematical objects, but rather the objectivity of mathematical discourse. It also explores irrealism in truth-value, the dilemma posed by Paul Benacerraf, epistemological issues in ontological realism, ontological irrealism, and the connection between naturalism and mathematics.
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27

Magrab, Edward B. Advanced Engineering Mathematics with Mathematica. Taylor & Francis Group, 2020.

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28

Magrab, Edward B. Advanced Engineering Mathematics with Mathematica. Taylor & Francis Group, 2020.

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29

Stojanovic, Srdjan. Computational Financial Mathematics Using Mathematica. Springer, 2012.

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30

Stojanovic, Srdjan. Computational Financial Mathematics using Mathematica. Birkhäuser Boston, 2002.

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31

Magrab, Edward B. Advanced Engineering Mathematics with Mathematica. Taylor & Francis Group, 2020.

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32

Magrab, Edward B. Advanced Engineering Mathematics with Mathematica. Taylor & Francis Group, 2020.

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33

Magrab, Edward B. Advanced Engineering Mathematics with Mathematica. Taylor & Francis Group, 2020.

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34

Crooke, Philip S. Mathematics and Mathematica for Economists. Cambridge University Press, 1997.

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35

Bueno, Otávio y Steven French. Explaining with Mathematics? From Cicadas to Symmetry. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198815044.003.0008.

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The putative explanatory role of mathematics is further pursued in this chapter in the context of the so-called indispensability argument. Our conclusion here is that the possibility of mathematical entities acquiring some explanatory role is not well motivated, even within the framework of an account of explanation that might be sympathetic to such a role. We also consider the claim that certain scientific features have a hybrid mathematico-physical nature, again in the context of a specific example, namely that of spin, but we argue that the assertion of hybridity also lacks strong motivation and comes with associated metaphysical costs. Furthermore, such claims fail to fully grasp the details of the interrelationships between mathematical and physical structures in general and the distinction between the mathematical formalism and its interpretation in particular.
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36

Tosto, Maria G., Claire M. A. Haworth y Yulia Kovas. Behavioural Genomics of Mathematics. Editado por Roi Cohen Kadosh y Ann Dowker. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.042.

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This chapter evaluates the contribution of behavioral genetics to the understanding of mathematical development. Quantitative genetic methods are introduced first and are followed by a review of the existing literature on the relative contribution of genes and environments to variation in mathematical ability at different ages and in different populations. The etiology of any observed sex differences in mathematics is also discussed. The chapter reviews literature on multivariate twin research into the etiological links between mathematics and other areas of cognition and achievement; between mathematical ability and disability; and between mathematical achievement and mathematical motivation. In the molecular genetic section, the few molecular genetic studies that have specifically explored mathematical abilities are presented. The chapter concludes by outlining future directions of behavioral genetic research into mathematical learning and potential implications of this research.
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37

Stein, Sherman K. Mathematical Footprints: Discovering Mathematics Everywhere. Wide World Publishing, Tetra, 2000.

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38

Brasel, Jason. Mathematical Neighborhoods of School Mathematics. American Mathematical Society, 2023.

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39

Applicable mathematics and mathematical methods. London: Pearson, 2006.

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40

Mathematical Maturity Via Discrete Mathematics. Dover Publications, Incorporated, 2019.

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41

Applicable mathematics and mathematical methods. London: Pearson, 2009.

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42

Solutions, Pearson Learning. Pearson Custom Mathematics Mathematical Ideas. Pearson, 2011.

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43

-. Mathematics in School-Mathematical Association. Financial Times Prentice Hall, 1998.

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44

Wiltshire, Alan. Mathematical Patterns File (Mathematics Resources). Tarquin, 1989.

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45

Ponomarenko, Vadim. Mathematical Maturity Via Discrete Mathematics. Dover Publications, Incorporated, 2019.

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46

Mathematical Practices, Mathematics for Teachers. Brooks/Cole, 2014.

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47

The Language of Mathematics: Telling Mathematical Tales (Mathematics Education Library). Springer, 2007.

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48

Taylor y Tshongwe. Understanding Mathematics (Mathematics: Understanding Mathematics). Maskew Miller Longman Pty.Ltd ,South Africa, 1997.

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49

Taylor y Bopape. Understanding Mathematics (Mathematics: Understanding Mathematics). Maskew Miller Longman Pty.Ltd ,South Africa, 2002.

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50

Taylor, et al y Bopape. Understanding Mathematics (Mathematics: Understanding Mathematics). Maskew Miller Longman Pty.Ltd ,South Africa, 1997.

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