Letteratura scientifica selezionata sul tema "MATHEMATICS / Algebra / Elementary"
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Articoli di riviste sul tema "MATHEMATICS / Algebra / Elementary"
Parajuli, Krishna Kanta. "Elementary Algebra on Vedic Mathematics". Mathematics Education Forum Chitwan 6, n. 6 (31 dicembre 2021): 82–94. http://dx.doi.org/10.3126/mefc.v6i6.42410.
Testo completoMathieu, Martin. "Elementary operators on prime C*-algebras II". Glasgow Mathematical Journal 30, n. 3 (settembre 1988): 275–84. http://dx.doi.org/10.1017/s0017089500007369.
Testo completoTimoney, Richard M. "AN INTERNAL CHARACTERIZATION OF COMPLETE POSITIVITY FOR ELEMENTARY OPERATORS". Proceedings of the Edinburgh Mathematical Society 45, n. 2 (giugno 2002): 285–300. http://dx.doi.org/10.1017/s0013091500000687.
Testo completoTasic, Milan, Predrag Stanimirovic, Ivan Stanimirovic, Marko Petkovic e Nebojsa Stojkovic. "Some useful MATHEMATICA teaching examples". Facta universitatis - series: Electronics and Energetics 18, n. 2 (2005): 329–44. http://dx.doi.org/10.2298/fuee0502329t.
Testo completoChrastina, Jan. "From elementary algebra to Bäcklund transformations". Czechoslovak Mathematical Journal 40, n. 2 (1990): 239–57. http://dx.doi.org/10.21136/cmj.1990.102378.
Testo completoBernau, S. J., e C. B. Huijsmans. "Almost f-algebras and d-algebras". Mathematical Proceedings of the Cambridge Philosophical Society 107, n. 2 (marzo 1990): 287–308. http://dx.doi.org/10.1017/s0305004100068560.
Testo completoMagajna, Bojan. "Uniform approximation by elementary operators". Proceedings of the Edinburgh Mathematical Society 52, n. 3 (23 settembre 2009): 731–49. http://dx.doi.org/10.1017/s0013091507001290.
Testo completoBains, R. "Elementary linear algebra". Engineering Analysis with Boundary Elements 9, n. 4 (gennaio 1992): 368. http://dx.doi.org/10.1016/0955-7997(92)90033-4.
Testo completoEarnest, Darrell, e Aadina A. Balti. "Instructional Strategies for Teaching Algebra in Elementary School: Findings from a Research-Practice Collaboration". Teaching Children Mathematics 14, n. 9 (maggio 2008): 518–22. http://dx.doi.org/10.5951/tcm.14.9.0518.
Testo completoLYAKHOVSKY, V. D., e M. E. SAMSONOV. "ELEMENTARY PARABOLIC TWIST". Journal of Algebra and Its Applications 01, n. 04 (dicembre 2002): 413–24. http://dx.doi.org/10.1142/s0219498802000306.
Testo completoTesi sul tema "MATHEMATICS / Algebra / Elementary"
Kersaint, Gladis Swafford Jane. "Preservice elementary teachers' ability to generalize functional relationships the impact of two versions of a mathematics content course /". Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9835911.
Testo completoTitle from title page screen, viewed July 5, 2006. Dissertation Committee: Jane O. Swafford (chair), John A. Dossey, Cheryl Hawker, Cynthia W. Langrall. Includes bibliographical references (leaves 142-158) and abstract. Also available in print.
Kaplan, Merve. "Pre-service Elementary Mathematics Teachers". Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12613176/index.pdf.
Testo completouse of GCs and their views on the use of the tool in mathematics learning are considered to be valuable. The purpose of this study was to investigate the difficulties pre-service elementary mathematics teachers face, and the benefits and constraints they emphasize while learning elementary school algebra through using the Casio Classpad after receiving an instruction with graphing calculators. The graphing calculator used in the present study is the Casio Classpad 330, which is an evolved handheld device combining features of graphing calculators, dynamic geometry environment, computer algebra systems and more. The following two research problems guided the study: What are the difficulties do pre-service elementary mathematics teachers face while using Classpad in learning elementary school algebra after receiving an instruction with graphing calculators? What benefits and constraints do pre-service elementary mathematics teachers emphasize while learning elementary school algebra through using Classpad after receiving an instruction with graphing calculators? With the aim of investigating the views of a group of pre-service elementary mathematics teachers, qualitative research strategies were used. The data was collected and analyzed by means of a case study design. Classroom observations, a questionnaire, and focus group interviews were the main data sources of the existing study. The study was carried out with 21 pre-service elementary mathematics teachers. In the classroom studies elementary level algebra was taught to the participants with the use of Classpad as a main tool by giving one tool to each of the participants. Classroom observations ended in five weeks &ndash
20 courses &ndash
including one week of a training period. After the classroom observations, participants filled out a questionnaire including five open-ended questions about the classroom studies. Finally, data collection procedure was ended with three focus group interviews. The data was analyzed with qualitative means by transcribing and analyzing the observation records, answers of the questionnaire, and records of the three interviews. Results revealed that pre-service teachers&rsquo
view Classpad in three categories
as a personal tool, as an educational tool, and the relationship between CP and motivation. They viewed CP as a personal tool that they were eager to use the tool in every level of mathematics from elementary to mastering degrees. As an educational tool, they preferred to use the tool as a teacher by giving some cautions that teachers and students should be careful with. Lastly, they considered that the tool has a positive effect on motivation when used appropriately. Pre-service elementary mathematics teachers faced some difficulties in the beginning courses of the classroom studies which was their learning period of how to use CP and they overcome most of the difficulties at the end of the classroom studies. As the new elementary school level mathematics curriculum encourages the use of various technologies in teaching and learning of mathematics, the results of this study will have useful implications for mathematics teachers and curriculum developers.
Davis, Ann. "So I'm done because I'm confused now measuring metacognition in elementary algebra community college students /". Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=2026651711&sid=4&Fmt=2&clientId=1564&RQT=309&VName=PQD.
Testo completoBenitez, Dehlly Porras. "A learning guide to improve reading of mathematics : a case study with college remedial students in elementary algebra /". Access Digital Full Text version, 1987. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10732275.
Testo completoAfonso, Dominique Gabriala. "The development of algebraic thinking in the foundation phase: a comparative study of two different curricula". Thesis, Cape Peninsula University of Technology, 2019. http://hdl.handle.net/20.500.11838/2864.
Testo completoThe mathematics results in South Africa are alarmingly low, with a number of high school learners unable to compute basic operations. International test results show South Africa consistently ranks low in comparison to other countries whilst Singapore continues to perform well. Some schools in South Africa have decided to adopt the Singaporean method of teaching mathematics, known as Singapore Maths, in the hope of improving learner results. This study seeks to understand how two different curricula, South African and Singapore, provide opportunity for the development of algebraic thinking in the Foundation Phase. There is ongoing research which suggests a link between algebraic thinking (Early Algebra) and a deeper conceptual understanding of mathematics (Blanton & Kaput, 2003). This study comprises a qualitative case study of two schools using different curricula and textbooks to teach algebraic thinking with a special focus on patterns and functional thinking. Data were gathered using document analysis of curriculum and textbooks; learner tests; semi structured interviews with class teachers and focus group interviews with Grade 3 learners from each curriculum group. The analysis process involved pattern matching and building explanations related to each data collection instrument using Blanton, Brizuela, Gardiner, Sawrey and Newman-Owen’s (2015) levels of sophistication in learner’s thinking about functional relationships. The results of the study suggest that although South African learners have the potential to think algebraically, they are not, however, always offered the opportunities to do so. The importance of suitable mathematical activities and scaffolding is highlighted and the critical need for professional development for teachers in which the importance of Early Algebra is defined and explained. It is imperative that the curriculum and textbooks activities are relooked at to address the development of algebraic thinking in the early grades and shift the focus from an emphasis on arithmetic relationships to thinking in generalised ways about functional relationships.
Ledbetter, Lissa S. "A Qualitative Content Analysis of Early Algebra Education iOS Apps for Primary Children". Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6884.
Testo completoKahn, Eric B. "THE GENERALIZED BURNSIDE AND REPRESENTATION RINGS". UKnowledge, 2009. http://uknowledge.uky.edu/gradschool_diss/707.
Testo completoHoward, Nicol R. "The Influences of Mathematics Self-Efficacy, Identity, Interest, and Parental Involvement on STEM Achievement in Algebra for Female High School Students". Chapman University Digital Commons, 2015. http://digitalcommons.chapman.edu/ces_dissertations/2.
Testo completoFigueiredo, Auriluci de Carvalho. "Saberes e concepções de educação algébrica em um curso de licenciatura em matemática". Pontifícia Universidade Católica de São Paulo, 2007. https://tede2.pucsp.br/handle/handle/11255.
Testo completoCentro Federal de Educação Tecnológica de São Paulo
Investigations have shown that difficulties experienced by students when dealing with topics of Algebra, across a range of schooling levels, may be rooted in certain conceptions of Algebra Education, either their own or those held by their teachers. These conceptions provide the basis for knowings held by teachers and students in Teaching Degree programs in Mathematics. Given the relevance of this link, the purpose of the present study was to identify knowings and conceptions related to Algebra Education deployed by teachers and students in a Teaching Degree program in Mathematics. To this end, a case study was conducted employing an ethnographic approach at a university located in the state of São Paulo, Brazil. The categorizations developed by Lee and Fiorentini et al. were the primary theoretical framework adopted to identify conceptions held by students and teachers in the program. The teaching-related knowings were analyzed based on two approaches: according to Tardif s perspective, in which the notion of knowing has a wider scope that encompasses, among other aspects, attitudes of professionals; and according to Shulman s perspective, which allows for identification of a repertoire of knowledge held by teachers related to mathematical contents, of which the elementary Algebra topics were our focus of interest. Data were collected from selected documents and by interviewing three 1st-year and five 2nd-year students along with four teachers, one of whom also acted as program coordinator. The Structural-fundamentalist conception (defined by Fiorentini et al.) proved predominant among the teachers, as did Algebra as Language (defined by Lee). Among students, the Linguistic-pragmatic conception (by Fiorentini et al.) and that of Generalized Arithmetic (by Lee) predominated. The investigation enabled identification of a potential for broadening knowings related to the teaching of elementary Algebra topics and linked to Algebra Education. Given that teachers and students lack knowings related to pedagogical, curricular, or content knowledge (defined by Shulman) needed for teaching elementary Algebra topics, across various schooling levels, the participants investigated generate some of the very difficulties they face. If the teachers and students interviewed are to overcome their current situation, they will need at least to enlarge their repertoire of knowings and concurrently examine a range of conceptions of Algebra and Algebra Education not only those available in the literature, but also those held by them. It is the author s belief that further studies involving the school community and carried out under the auspices of an institutional project represent a direction for future investigation. To this end, the present study provides a valuable contribution to the area
Pesquisas indicam que as dificuldades que estudantes vivenciam com tópicos de Álgebra, nos diversos segmentos de ensino, podem advir de determinadas concepções de Educação Algébrica, tanto próprias quanto de seus professores. Essas concepções são subjacentes a saberes de atores de cursos de Licenciatura em Matemática. Pela relevância de tal entrecruzamento, este estudo teve como objetivo detectar que saberes e que concepções de Educação Algébrica estão sendo mobilizados por atores de um curso de Licenciatura em Matemática. Para tanto realizamos um estudo de caso de natureza etnográfica em uma universidade localizada no estado de São Paulo. Para identificar as concepções dos atores desse curso, tomamos como principais referenciais teóricos as categorizações elaboradas por Lee e por Fiorentini et al. Os saberes docentes foram analisados a partir de dois enfoques: sob a ótica de Tardif, segundo a qual a noção de saber tem um sentido amplo que engloba, entre outros aspectos, as atitudes dos profissionais, e sob a ótica de Shulman, que permite identificar um repertório de conhecimento do professor ligado ao conteúdo matemático, no qual destacamos os tópicos algébricos elementares. As informações necessárias à investigação foram obtidas da análise de documentos selecionados e entrevistando-se três alunos de 1.o ano, cinco de 2.o e quatro professores, um dos quais era também o coordenador do curso. As concepções predominantes entre os professores entrevistados foram a Fundamentalista-estrutural (de Fiorentini et al.) e a de Álgebra como Linguagem (de Lee). Entre os alunos, predominaram as concepções Lingüístico-pragmática (de Fiorentini et al.) e de Aritmética Generalizada (de Lee). Esta investigação permitiu-nos vislumbrar a possibilidade de ampliação de saberes relativos ao ensino de tópicos algébricos elementares, que se vinculam a concepções de Educação Algébrica. Por sequer possuírem saberes relacionados aos conhecimentos pedagógicos, curriculares e de conteúdo (de Shulman) necessários à docência de tópicos elementares nos diversos segmentos de ensino, os atores do curso investigado geram algumas das dificuldades experimentadas. Para que esses atores ultrapassem essa condição, precisam, no mínimo, ampliar o repertório de seus saberes, ao mesmo tempo em que examinam concepções de Álgebra e de Educação Algébrica as da literatura e as próprias. Cremos que estudos envolvendo a comunidade escolar desenvolvidos pelo impulso de um projeto institucional possam concretizar tal proposta de investigação futura. Nesse sentido, o presente estudo pode oferecer sua contribuição
Lima, José Roberto de Campos. "Pensamento algébrico no currículo do ciclo de alfabetização: estudo comparativo de duas propostas". Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21287.
Testo completoMade available in DSpace on 2018-07-30T12:24:34Z (GMT). No. of bitstreams: 1 José Roberto de Campos Lima.pdf: 798464 bytes, checksum: 390e74f72d58fa99f1dec2d73f258409 (MD5) Previous issue date: 2018-04-09
In this paper, we present a qualitative research guided by the goal of investigating what the approach given to algebraic thinking in the prescribed curriculum of literacy cycle, which refers to the first three years of elementary school (children from 6 to 8 years old) of two proposals. To this end, we seek to characterize elements of algebraic thinking implicit or explicit in two documents, one of the federal sphere, the National Curricular Common Base (NCCB), and other of the state sphere, the Math Curriculum Guidelines for the Early Years (MCGEY). The NCCB was chosen because it is a document in the implementation phase, which every Brazilian education networks have as a reference for the elaboration of their own curriculum and, in the case of MCGEY, the state of São Paulo has the largest number of enrolments in literacy cycle. In addition, its curriculum is used by a large number of municipalities in the state. Thus, we decided to perform a documental analysis, in which the data collection occurred through content analysis, according to Bardin. We used the usual analytical techniques divided into three phases: pre-analysis, exploration of the material and processing of results, in which, through a “floating reading”, we refined the content until we get a material that met our goal. After this reading, investing in the observation, we established three categories for analysis, one that observes the structure with which the documents were elaborated; another to examine evidences of approach given to the algebraic thinking in different axes or thematic units of math; and, finally, the conceptual, which points to possible concepts involving algebraic thinking, either explicitly or implicitly. By analying the documents, in the NCCB, we identified a conceptual approach to the research area called Early Algebra, which has as its premise the possibility of developing algebraic thinking since the early years of schooling and not just from the final years of primary school, as Lins and Gimenez already pointed out. In MCGEY, we have evidences that can lead to the development of algebraic thinking, but in an implicity way, so this kind of mathematical thinking is hardly mentioned. The algebraic thinking in the literacy cycle is presented as identification, understanding of patterns and regularities in various contexts that can be generalized, without the need for a symbolic algebraic language. Therefore, it was necessary to understand how algebra interacts with other subareas of mathematics. We consider that it is very important to understand the development of algebraic thinking in the prescribed curriculum, both for initial and continuing training of teachers and for the preparation of materials and curricular structures, as well as a possibility that contributes to the mathematical training of students
Neste trabalho, apresentamos uma pesquisa qualitativa norteada pelo objetivo de investigar qual a abordagem dada ao pensamento algébrico no currículo prescrito do ciclo de alfabetização, que se refere aos três primeiros anos de escolaridade do ensino fundamental, ou seja, crianças de 6 a 8 anos, de duas propostas. Para tanto, buscamos elementos caracterizadores do pensamento algébrico de forma implícita ou explícita em dois documentos, sendo um da esfera federal, a Base Nacional Curricular Comum (BNCC), e o outro da esfera estadual, as Orientações Curriculares de Matemática para os Anos Iniciais (OCMAI). A escolha da BNCC se dá por esse ser um documento em fase de implementação, o qual todas as redes de ensino brasileiras têm como referência para elaboração de seus próprios currículos e, no caso do OCMAI, pelo fato de o estado de São Paulo ter o maior número de matrículas no ciclo de alfabetização. Além disso, seu currículo é utilizado por um grande número de municípios do estado. Assim, optamos por realizar uma análise documental, na qual a coleta de dados ocorreu por meio da análise de conteúdo, segundo Bardin. Empregamos as usuais técnicas de análise divididas em três fases: pré-análise, exploração do material e tratamento dos resultados, sendo que, por meio de uma leitura flutuante, refinamos o conteúdo até obtermos um material que atendesse ao nosso objetivo. Após essa leitura, investindo na observação, estabelecemos três categorias para análise, uma que observasse a estrutura com a qual os documentos foram elaborados; outra que analisasse indícios de abordagem dada ao pensamento algébrico nos diferentes eixos ou unidades temáticas da Matemática; e, por último, a conceitual, que aponta para possíveis conceitos que envolvam o pensamento algébrico, seja de forma explícita ou implícita. Ao analisarmos os documentos, identificamos, na BNCC, uma aproximação conceitual à denominada área de pesquisa Early Algebra, que tem como premissa a possibilidade do desenvolvimento do pensamento algébrico desde os primeiros anos de escolaridade e não apenas a partir dos anos finais do ensino fundamental, como já apontavam Lins e Gimenez. Nas OCMAI, temos indícios que podem conduzir ao desenvolvimento do pensamento algébrico, mas de modo implícito, sendo pouco citada essa forma de pensamento matemático. O pensamento algébrico no ciclo de alfabetização é apontado como identificação, compreensão de padrões e regularidades em diversos contextos que possam ser generalizados, sem a necessidade de uma linguagem simbólica algébrica. Sendo assim, fez-se necessário compreender como a Álgebra interage com as demais subáreas da matemática. Consideramos de grande importância a compreensão do desenvolvimento do pensamento algébrico no currículo prescrito, tanto para formação inicial e continuada de professores como para elaboração de materiais e estruturas curriculares, além de ser essa uma possibilidade que contribui para a formação matemática dos estudantes
Libri sul tema "MATHEMATICS / Algebra / Elementary"
Tom, Carson. Elementary algebra. 3a ed. Boston: Pearson Education, 2011.
Cerca il testo completoBarnett, Raymond A. Mathematics, elementary algebra 2000. [New York]: McGraw-Hill Primis, 2000.
Cerca il testo completoBarnett, Raymond A. Mathematics, elementary algebra 2000. [New York]: McGraw-Hill Primis, 2000.
Cerca il testo completoP, Hostetler Robert, e Heyd David E, a cura di. Elementary algebra. Lexington, Mass: D.C. Heath and Co., 1992.
Cerca il testo completoRon, Larson. Elementary algebra. 3a ed. Boston: Houghton Mifflin, 2001.
Cerca il testo completoBarker, Jack. Elementary algebra. 2a ed. Fort Worth: Saunders College Pub., 1992.
Cerca il testo completoRon, Larson. Elementary algebra. 4a ed. Boston: Houghton Mifflin Co., 2005.
Cerca il testo completoBarker, Jack. Elementary algebra. 2a ed. Fort Worth: Saunders College Pub., 1992.
Cerca il testo completoP, Hostetler Robert, a cura di. Elementary algebra. 2a ed. Lexington, Mass: D.C. Heath, 1996.
Cerca il testo completoTom, Carson. Elementary & intermediate algebra. 3a ed. Boston: Pearson Education, 2011.
Cerca il testo completoCapitoli di libri sul tema "MATHEMATICS / Algebra / Elementary"
Mignotte, Maurice. "Elementary Arithmetics". In Mathematics for Computer Algebra, 1–52. New York, NY: Springer New York, 1992. http://dx.doi.org/10.1007/978-1-4613-9171-5_1.
Testo completoHolden, K., e A. W. Pearson. "Elementary Matrix Algebra". In Introductory Mathematics for Economics and Business, 43–91. London: Macmillan Education UK, 1992. http://dx.doi.org/10.1007/978-1-349-22357-2_2.
Testo completoSerre, Denis. "Elementary Linear and Multilinear Algebra". In Graduate Texts in Mathematics, 1–14. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-7683-3_1.
Testo completoCooperman, Gene, e George Havas. "Elementary algebra revisited: Randomized algorithms". In DIMACS Series in Discrete Mathematics and Theoretical Computer Science, 37–44. Providence, Rhode Island: American Mathematical Society, 1998. http://dx.doi.org/10.1090/dimacs/043/03.
Testo completoWatanabe, Tad. "Shiki: A Critical Foundation for School Algebra in Japanese Elementary School Mathematics". In Early Algebraization, 109–24. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-17735-4_7.
Testo completoGrugeon-Allys, Brigitte, Françoise Chenevotot-Quentin, Julia Pilet e Dominique Prévit. "Online Automated Assessment and Student Learning: The PEPITE Project in Elementary Algebra". In Uses of Technology in Primary and Secondary Mathematics Education, 245–66. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-76575-4_13.
Testo completoBeutelspacher, Albrecht, Rainer Danckwerts, Gregor Nickel, Susanne Spies e Gabriele Wickel. "Elementare Geometrie und Algebra". In Mathematik Neu Denken, 111–47. Wiesbaden: Vieweg+Teubner Verlag, 2011. http://dx.doi.org/10.1007/978-3-8348-8250-9_7.
Testo completoHilgert, Joachim, e Karl-Hermann Neeb. "Elementary Structure Theory of Lie Algebras". In Springer Monographs in Mathematics, 79–132. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-0-387-84794-8_5.
Testo completoLemmermeyer, Franz. "Elementare Geometrie". In Mathematik à la Carte – Babylonische Algebra, 27–48. Berlin, Heidelberg: Springer Berlin Heidelberg, 2022. http://dx.doi.org/10.1007/978-3-662-66287-8_3.
Testo completoMathai, Arak M., Serge B. Provost e Hans J. Haubold. "Mathematical Preliminaries". In Multivariate Statistical Analysis in the Real and Complex Domains, 1–56. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-95864-0_1.
Testo completoAtti di convegni sul tema "MATHEMATICS / Algebra / Elementary"
Syarifuddin, Hendra, e Mr I Made Arnawa. "Development of Electronic Learning Tools to Improve the Quality of Elementary Linear Algebra Course". In University of Muhammadiyah Malang's 1st International Conference of Mathematics Education (INCOMED 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/incomed-17.2018.10.
Testo completoMihajlov Carević, Miroslava, Milena J. Petrović e Nebojša Denić. "MODERN TEACHING TECHNOLOGIES AND DEVELOPING CONSTRUCTIVE THINKING". In 4th International Scientific Conference – EMAN 2020 – Economics and Management: How to Cope With Disrupted Times. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2020. http://dx.doi.org/10.31410/eman.s.p.2020.147.
Testo completoScharfenberger, Adam, e Leah M. Frazee. "Elementary Algebraic thinking with patterns in two variables". In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-46.
Testo completoMurni, Dewi, e Helma. "Validity and practicality of elementary linear algebra teaching materials based REACT to improve mathematical communication and problem solving skill". In THE PHYSICS OF SURFACES: Aspects of the Kinetics and Dynamics of Surface Reaction. AIP, 2023. http://dx.doi.org/10.1063/5.0122457.
Testo completoKara, Melike, e Kimberly Corum. "Pre-service elementary education teachers’ solutions for word problems: Using strip diagram vs. algebraic approach". In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-277.
Testo completoSukmawati, Ati, Akbar Sutawidjaja e Tatag Siswono. "Algebraic Thinking of Elementary Students in Solving Mathematical Word Problems: Case of Male Field Dependent and Independent Student". In International Conference on Teacher Training and Education 2018 (ICTTE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ictte-18.2018.20.
Testo completoFarley, Jove S., e Osama M. Ibrahim. "Design Analysis of the Stirling Engine Using an Equation Solver". In ASME 1998 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 1998. http://dx.doi.org/10.1115/imece1998-0657.
Testo completoRapporti di organizzazioni sul tema "MATHEMATICS / Algebra / Elementary"
Schoen, Robert C., Daniel Anderson e Charity Bauduin. Elementary Mathematics Student Assessment: Measuring Grade 3, 4, and 5 Students’ Performace in Number (Whole Numbers and Fractions), Operations, and Algebraic Thinking in Spring 2016. Florida State University Library, maggio 2018. http://dx.doi.org/10.33009/fsu.1653497279.
Testo completoSchoen, Robert C., Daniel Anderson, Claire M. Riddell e Charity Bauduin. Elementary Mathematics Student Assessment: Measuring the Performance of Grade 3, 4 and 5 Students in Number (Whole Numbers and Fractions), Operations, and Algebraic Thinking in Fall 2015. Florida State University Libraries, maggio 2018. http://dx.doi.org/10.33009/fsu.1581609234.
Testo completoSchoen, Robert, Charity Buntin, Ahmet Guven e Xiaotong Yang. Elementary mathematics student assessment: Measuring the performance of grade K, 1, 2, and 3 students in number (whole numbers and fractions), operations, and algebraic thinking in spring 2019. Florida State University Libraries, marzo 2021. http://dx.doi.org/10.33009/fsu-1622059548.
Testo completo