Littérature scientifique sur le sujet « Descrete Mathematics »
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Articles de revues sur le sujet "Descrete Mathematics"
Parvatov, N. G. « COMPLETENESS PROBLEMS FOR DESCRETE FUNCTIONS ». Prikladnaya diskretnaya matematika, no 4 (1 juin 2009) : 56–78. http://dx.doi.org/10.17223/20710410/4/5.
Texte intégralJamiah, Yulis. « DISPOSISI MATEMATIS DAN PEMBELAJARAN MATEMATIKA HUMANIS BAGI MAHASISWA PENDIDIKAN MATEMATIKA ». Jurnal Pendidikan Matematika dan IPA 9, no 2 (20 juillet 2018) : 12. http://dx.doi.org/10.26418/jpmipa.v9i2.26768.
Texte intégralBarichello, Leonardo, et Rita Santos Guimarães. « Com Quantos Adjetivos se Descreve uma Atividade Matemática ? » Jornal Internacional de Estudos em Educação Matemática 10, no 3 (6 février 2018) : 186. http://dx.doi.org/10.17921/2176-5634.2017v10n3p186-197.
Texte intégralAnindyarini, Rosyita, et Supahar Supahar. « Portrait of Mathematical Anxiety in Early Youth Ages ». International Journal of Trends in Mathematics Education Research 2, no 3 (30 juin 2019) : 128. http://dx.doi.org/10.33122/ijtmer.v2i3.77.
Texte intégralWeintraub, E. Roy, et Philip Mirowski. « The Pure and the Applied : Bourbakism Comes to Mathematical Economics ». Science in Context 7, no 2 (1994) : 245–72. http://dx.doi.org/10.1017/s026988970000168x.
Texte intégralHitalessy, Merlin, Wilmintjie Mataheru et Carolina Selfisina Ayal. « REPRESENTASI MATEMATIS SISWA DALAM PEMECAHAN MASALAH PERBANDINGAN TRIGONOMETRI PADA SEGITIGA SIKU-SIKU DITINJAU DARI KECERDASAN LOGIS MATEMATIS, LINGUISTIK DAN VISUAL SPASIAL ». Jurnal Magister Pendidikan Matematika (JUMADIKA) 2, no 1 (14 juillet 2020) : 1–15. http://dx.doi.org/10.30598/jumadikavol2iss1year2020page1-15.
Texte intégralSholeha, Viona Aida, Risnawati Risnawati et 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 (14 avril 2021) : 12. http://dx.doi.org/10.33394/j-ps.v9i1.3510.
Texte intégralNorvaiša, Rimas. « The aims of teaching mathematics : mathematical literacy vs mathematical reasoning ». Lietuvos matematikos rinkinys 61 (15 mars 2021) : 8–14. http://dx.doi.org/10.15388/lmr.2020.22472.
Texte intégralAisyah, Nyimas, Adelia Afissa, Scristia Scristia et Jeri Araiku. « STUDENTS’ MATHEMATICS EDUCATIONAL VALUES IN PROBLEM-SOLVING AT SENIOR HIGH SCHOOL ». AKSIOMA : Jurnal Program Studi Pendidikan Matematika 10, no 4 (31 décembre 2021) : 2093. http://dx.doi.org/10.24127/ajpm.v10i4.3877.
Texte intégralMisu, La, I. Ketut Budayasa, Agung Lukito et Rosdiana Rosdiana. « Comparison of Metacognition Awareness of Mathematics and Mathematics Education Students Based on the Ability of Mathematics ». International Journal of Trends in Mathematics Education Research 2, no 3 (30 juin 2019) : 124. http://dx.doi.org/10.33122/ijtmer.v2i3.118.
Texte intégralThèses sur le sujet "Descrete Mathematics"
Sapp, M. Catherine. « A mathematical model to describe aortic dissections ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0019/MQ28655.pdf.
Texte intégralBöhm, Ulrike, Gesche Pospiech, Hermann Körndle et Susanne Narciss. « Physicists use mathematics to describe physical principles an mathematicians use physical phenomena to illustrate mathematical formula - Do they really mean the same ? » Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82341.
Texte intégralLee, Oon Teik. « Use of the ritual metaphor to describe the practice and acquisition of mathematical knowledge ». Thesis, Curtin University, 2007. http://hdl.handle.net/20.500.11937/1138.
Texte intégralLee, Oon Teik. « Use of ritual metaphor to describe the practice and acquisition of mathematical knowledge / ». Curtin University of Technology, Science and Mathematics Education Centre, 2007. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=17254.
Texte intégralIn the second level, the classroom instruction was organised using a ritual-like pattern with direct exemplar mentoring and exposition by the teacher followed by replication and extrapolation from the students. Embedded within this ritual-like process was the personal (and communal) engagement with each student vis-a-vis the establishment of the relationships between the referent concepts, procedures and skills. This resulted in the emergence of solution behaviours appropriate to specific tasks imitating and extrapolating the mentored solution behaviours of the teacher. In determining the extent to which the instruction, mentoring and acquisition was successful, each student's solution 'behaviour was compared "topographically" with the expected solution behaviour for the task at various critical points to determine the degree of congruence. Marks were allocated for congruence (or removed for incongruence), hence a percentage of congruence was established. The ritual-like model for the teaching and acquisition of mathematical knowledge required agreement with all stake-holders as to the purpose of the activity, expert knowledge on the part of the teacher, and within a classroom context requires students to possess similar levels of prerequisite mathematical knowledge.
This agreement and the presence of an expert practitioner, provides the affirmation and security that is inherent in the practice of rituals. The study concluded that there is evidence to suggest that some aspects of mathematical ability are wired into the cognitive structures of human beings providing support to the hypothesis that some aspects of mathematics are discovered rather than created. The physical origin of mathematical abilities and activities was one of the factors used in this study to establish an isomorphism between the nature and practice of mathematics with that of rituals. This isomorphism provides the teaching and learning of mathematics with a more robust framework that is more attuned to the social nature of human beings. The ritual metaphor for the teaching and learning of mathematics can then be used as a framework to determine the relative adequacies of mathematics curricula, mathematics textbooks and teaching approaches.
Dennis, Kevin. « A mathematical model to describe haemophilus influenzae type B within Western Australia ». Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1995. https://ro.ecu.edu.au/theses/1160.
Texte intégralMartínez, Saturno José Gregorio. « Some mathematical models to describe the dynamic behavior of the B-10 free-piston stirling engine ». Ohio University / OhioLINK, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1178133279.
Texte intégralLee, Hyeseon Judy. « How do students perceive and describe their mathematical learning experience in a 10th grade Geometry I class ? » Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/25534.
Texte intégralEd.D.
Some students do not learn mathematics even though they have both the potential and ability to learn math. This problem typically diminishes opportunities for students who are already marginalized by society. Educators, educational administrators, education policy makers, and the education community have been aware of the significant disparities in mathematics and science achievement between Asian/Pacific Islanders and Caucasians and underrepresented minority groups. If we are to understand students and to alter their motivational patterns and attitudes, continued research in the area of student motivation and attitude is essential. This case study provides a detailed examination of a 10th grade geometry class located in an urban magnet public high school with 95% minority students. The primary purpose was to learn how students perceive and describe their mathematical learning experiences. The secondary purpose was to determine the factors that influenced on students' motivation, attitudes, or perceptions of their mathematical learning experiences. Students described not only their perceptions and attitudes in light of their actual degree of success, but also the impact of their mathematics teacher's pedagogy. Using qualitative methods, this study suggests the potential of some factors that mathematics educators, educational administrators, or policy makers should consider in order to explain why and how some students do not learn mathematics, even though they have the ability to learn it. The researcher analyzes data from surveys, interviews, and classroom observation. There are seven emergent themes--three themes which arose as influencing students' attitudes: (1) family background, (2) teacher's beliefs and attitudes, and (3) the concept of success as a turning point and four themes which had been anticipated as potentially explanatory, but ultimately were not: (1) student initial attitude, (2) gender, (3) ethnicity, and (4) teacher's pedagogy alone. Furthermore, the data indicate that the classic stereotypes about how gender and/or ethnicity influence the mathematics achievement gap in the U.S. may not apply in settings where all students receive appropriate support and the educational environment is conducive to learning mathematics. Moreover, the data indicate that the focus on content knowledge in determining who is a highly qualified teacher in the No Child Left Behind Act of 2001 may need to be examined further. This study will be of value to educators in the design and understanding of interventions to enhance achievement in high school mathematics.
Temple University--Theses
Akleman, Ergun. « Pseudo-affine functions : a non-polynomial implicit function family to describe curves and sufaces ». Diss., Georgia Institute of Technology, 1992. http://hdl.handle.net/1853/15409.
Texte intégralBenkirane, Soufiene. « Process algebra for epidemiology : evaluating and enhancing the ability of PEPA to describe biological systems ». Thesis, University of Stirling, 2011. http://hdl.handle.net/1893/3603.
Texte intégralSvensson, Frida. « Can you describe your home ? : A study about students understanding about concepts within construction ». Thesis, Linnéuniversitetet, Institutionen för matematikdidaktik (MD), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-36357.
Texte intégralSyftet är att undersöka några gymnasieelevers visade kunskaper i geometri med fokus på konstruktion och begreppsanvändning samt den undervisning som erbjuds eleverna inom området. Elevernas hem används som utgångspunkt. Eleverna ska utifrån en teckning, som de själva ritat, och ett fotografi beskriva hemmet. De matematiska begrepp som eleverna använder analyseras. Analysverktyget bygger på van Hieles kvalitativa kunskapsnivåer och Blooms Taxonomi. Undersökningen genomfördes på en gymnasieskola i Kenya. Fyra utvalda elever intervjuades. Lektionsobservationer genomfördes i syfte att få förståelse för hur elevernas undervisningssituation ser ut och få exempel på hur undervisningen bedrivs. Slutligen intervjuades två av elevernas lärare. Eleverna har goda kunskaper på nationella prov men undersökningen visar att när dessa kunskaper skall överföras till något utanför lektionssalen stöter eleverna på problem. De har svårt att uppskatta längdenheter och svårt att jämföra skala. Det kommer också fram att deras undervisning är ganska monoton. Mycket tid läggs till att läraren undervisar eleverna framme vid tavlan eller att eleverna jobbar med uppgifter i sin övningsbok. Enligt variationsteorin, som beskrivs i arbetet, skulle elevernas kunskaper ges möjlighet att fördjupas om de geometriska objekt som skall förstås varieras. Denna variation erbjuds inte eleverna i nuläget.
Livres sur le sujet "Descrete Mathematics"
Nicholls, Sarah Louise. The development of simple mathematical models to describe the mechanical behaviour of a human muscle-tendon complex. Birmingham : University of Birmingham, 1994.
Trouver le texte intégralAliev, Vagif, et Dmitriy Chistov. Business planning using the Project Expert program (full course). ru : INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1248243.
Texte intégralDubanov, Aleksandr. Computer simulation in pursuit problems. ru : Publishing Center RIOR, 2022. http://dx.doi.org/10.29039/02102-6.
Texte intégralShabel, Lisa. A Priority and Application : Philosophy of Mathematics in the Modern Period. Sous la direction de Stewart Shapiro. Oxford University Press, 2009. http://dx.doi.org/10.1093/oxfordhb/9780195325928.003.0002.
Texte intégralHenderson, Andrea. Introduction. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198809982.003.0001.
Texte intégralHot or Cold ? : Describe and Compare Measurable Attributes. Rosen Publishing Group, 2013.
Trouver le texte intégralKadunz, Gert, et Adalira Saénz-Ludlow. Semiotics As a Tool for Learning Mathematics : How to Describe the Construction, Visualisation, and Communication of Mathematical Concepts. BRILL, 2016.
Trouver le texte intégralSemiotics As a Tool for Learning Mathematics : How to Describe the Construction, Visualisation, and Communication of Mathematical Concepts. BRILL, 2016.
Trouver le texte intégralHenderson, Andrea. Algebraic Art. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198809982.001.0001.
Texte intégralBudd, Chris. Climate, Chaos and Covid : How Mathematical Models Describe the Universe. World Scientific Publishing Co Pte Ltd, 2022.
Trouver le texte intégralChapitres de livres sur le sujet "Descrete Mathematics"
Wittmann, Erich Christian. « The Alpha and Omega of Teacher Education : Organizing Mathematical Activities ». Dans Connecting Mathematics and Mathematics Education, 209–22. Cham : Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61570-3_10.
Texte intégralWittmann, Erich Christian. « Teaching Units as the Integrating Core of Mathematics Education ». Dans Connecting Mathematics and Mathematics Education, 25–36. Cham : Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61570-3_2.
Texte intégralConca, Carlos. « Modelling Our Sense of Smell ». Dans SEMA SIMAI Springer Series, 39–55. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-86236-7_3.
Texte intégralBuchholtz, Nils, Gabriele Kaiser et Björn Schwarz. « The Evolution of Research on Mathematics Teachers’ Competencies, Knowledge and Skills ». Dans The Evolution of Research on Teaching Mathematics, 55–89. Cham : Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31193-2_3.
Texte intégralEllis-Monaghan, Joanna, et Nataša Jonoska. « From Molecules to Mathematics ». Dans Natural Computing Series, 189–206. Singapore : Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-9891-1_11.
Texte intégralGal, Iddo, James Nicholson et Jim Ridgway. « A Conceptual Framework for Civic Statistics and Its Educational Applications ». Dans Statistics for Empowerment and Social Engagement, 37–66. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-20748-8_3.
Texte intégralDavidson, Paul. « Is “Mathematical Science” an Oxymoron When Used to Describe Economics ? » Dans Interpreting Keynes for the 21st Century, 190–207. London : Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230286559_17.
Texte intégralde Britto, Reginaldo Ramos. « 3. Media and Racism ». Dans Landscapes of Investigation, 39–56. Cambridge, UK : Open Book Publishers, 2022. http://dx.doi.org/10.11647/obp.0316.03.
Texte intégralMarshman, Margaret. « Learning to Teach Mathematics : How Secondary Prospective Teachers Describe the Different Beliefs and Practices of Their Mathematics Teacher Educators ». Dans Research in Mathematics Education, 123–44. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-62408-8_7.
Texte intégralGerster, Stephan, Michael Herty, Michael Chertkov, Marc Vuffray et Anatoly Zlotnik. « Polynomial Chaos Approach to Describe the Propagation of Uncertainties Through Gas Networks ». Dans Progress in Industrial Mathematics at ECMI 2018, 59–65. Cham : Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-27550-1_8.
Texte intégralActes de conférences sur le sujet "Descrete Mathematics"
Lin, Fengcheng. « A model can describe large networks ». Dans International Conference on Statistics, Applied Mathematics, and Computing Science (CSAMCS 2021), sous la direction de Ke Chen, Nan Lin, Romeo Meštrović, Teresa A. Oliveira, Fengjie Cen et Hong-Ming Yin. SPIE, 2022. http://dx.doi.org/10.1117/12.2627298.
Texte intégralFields, Paul. « A case study in collaboration preparing secondary education teachers ». Dans Joint ICMI/IASE Study : Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08703.
Texte intégralHardt, Filip, et Martin Žáček. « Ontology as a tool to describe the factory ». Dans INTERNATIONAL CONFERENCE OF NUMERICAL ANALYSIS AND APPLIED MATHEMATICS ICNAAM 2019. AIP Publishing, 2020. http://dx.doi.org/10.1063/5.0026726.
Texte intégralLibusha, Azwidowi Emmanuel. « USING EVERYDAY LANGUAGE TO SUPPORT LEARNERS’ ACCESS TO MATHEMATICAL CONTENT KNOWLEDGE ». Dans International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end013.
Texte intégralBatista, Eduardo L. O., Orlando J. Tobias et Rui Seara. « A mathematical framework to describe interpolated adaptive volterra filters ». Dans 2006 International Telecommunications Symposium. IEEE, 2006. http://dx.doi.org/10.1109/its.2006.4433400.
Texte intégralAvotiņa, Maruta, Elīna Buliņa, Guna Brenda Pogule et Agnese Zīlīte. « The Impact on the Mathematics Curriculum for Grades 7–9 in the Competency-Based Approach in the Learning Process in Latvia ». Dans 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.50.
Texte intégralFroelich, Amy, Wolfgang Kliemann et Heather Thompson. « Changing the statistics curriculum for future and current high school mathematics teachers : a case study ». Dans Joint ICMI/IASE Study : Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08702.
Texte intégralBarbosa, Carla, Filipa Diogo et M. Rui Alves. « Fitting mathematical models to describe the rheological behaviour of chocolate pastes ». Dans INTERNATIONAL CONFERENCE OF NUMERICAL ANALYSIS AND APPLIED MATHEMATICS 2015 (ICNAAM 2015). Author(s), 2016. http://dx.doi.org/10.1063/1.4952161.
Texte intégralSorokin, A. A., V. N. Dmitriev et Youssouf Ahmat. « Mathematical model to describe the inter-structural relationship between different systems ». Dans 2015 International Siberian Conference on Control and Communications (SIBCON). IEEE, 2015. http://dx.doi.org/10.1109/sibcon.2015.7147222.
Texte intégralKidikian, John, Chelesty Badrieh et Marcelo Reggio. « Mathematical Model to Describe Double Circular Arc and Multiple Circular Arc Compressor Blading Profiles ». Dans ASME Turbo Expo 2021 : Turbomachinery Technical Conference and Exposition. American Society of Mechanical Engineers, 2021. http://dx.doi.org/10.1115/gt2021-59238.
Texte intégralRapports d'organisations sur le sujet "Descrete Mathematics"
Vlasenko, Kateryna V., Sergei V. Volkov, Daria A. Kovalenko, Iryna V. Sitak, Olena O. Chumak et Alexander A. Kostikov. Web-based online course training higher school mathematics teachers. [б. в.], juillet 2020. http://dx.doi.org/10.31812/123456789/3894.
Texte intégralLohne, Arild, Arne Stavland, Siv Marie Åsen, Olav Aursjø et Aksel Hiorth. Recommended polymer workflow : Interpretation and parameter identification. University of Stavanger, novembre 2021. http://dx.doi.org/10.31265/usps.202.
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