Gotowe bibliografie tematyczne / Mathematics concepts

Gotowa bibliografia na temat „Mathematics concepts”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 1 lutego 2022

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Artykuły w czasopismach na temat "Mathematics concepts"

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Munasiah, Munasiah. "Hubungan Kecemasan dengan Pemahaman Konsep Matematika dan Siswa". ARITHMETIC: Academic Journal of Math 2, nr 1 (31.05.2020): 99. http://dx.doi.org/10.29240/ja.v2i1.1508.

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Understanding mathematical concepts are the first key in understanding the material because there is a link between one concept with another concept. The implementation of learning is expected to link mathematical concepts in everyday life. Internal and external factors of students are very influential in mathematics learning, one of them is mathematics anxiety. Mathematics anxiety that is processed by students well can make these students enthusiastic to learn mathematics, but conversely, if students are not able to process mathematics anxiety properly it will negatively affect mathematics learning outcomes. The purpose of this study was to determine how much influence mathematics anxiety has on understanding mathematical concepts. This research is a descriptive quantitative research. The method used in this study is a survey method using questionnaires and questions in collecting data. The results of this study indicate that mathematics anxiety harms understanding mathematical concepts, with low chorea values. It can be interpreted that in this case, the respondent has not been able to process mathematics anxiety into motivation to continue learning to understand mathematical concepts. So anxiety has a significant effect on understanding mathematical concepts. From this research it is hoped that it can be used as a teacher's reference in carrying out mathematics learning, teachers can help reduce student anxiety by using learning models that are fun and effective, and teachers can provide motivation to students who experience mathematics anxiety.
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Tall i David Tall. "CRYSTALLIZING MATHEMATICS CONCEPTS". American Journal of Psychology 128, nr 3 (2015): 407. http://dx.doi.org/10.5406/amerjpsyc.128.3.0407.

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Sulfiah, Sitti Karimah, Yus Mochamad Cholily i Agus Subaidi. "Professional competency: Pre-service mathematics teachers’ understanding toward probability concept". JRAMathEdu (Journal of Research and Advances in Mathematics Education) 6, nr 3 (29.06.2021): 206–20. http://dx.doi.org/10.23917/jramathedu.v6i3.13779.

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The ability to understand mathematics is a faculty crucial to be possessed by pre-service teachers who will enter into the education sphere. It is one of the professional competencies essential for teachers since satisfactory lessons’ delivery engenders more comprehensible instruction in teachers’ students. Qualitative research employs a descriptive approach relevant to the research purpose, describing mathematics pre-service teachers’ professional competency of understanding the concept toward probability observed based on mathematical abilities; advanced, intermediate, and basic mathematics ability. The subjects are three pre-service teachers having passed discrete mathematics course in a college in Madura. The criteria to select the subjects are the GPA (Grade-point Average) of the last semester and information from the lecturer. It is because unlikely to administer the test due to online learning applied at the college. Findings indicated that the subject with advanced mathematics ability could meet individual concepts, relate concepts and connect concepts with the operations. The subject with intermediate mathematics ability could meet individual concepts, but could not relate to some concepts. However, he could connect concepts with the operations. The subject with basic mathematics ability could not meet individual concepts, relate concepts, and connect concepts with the operations. In terms of the advancement indicator of understanding the concept, the subjects have not attained it since they have not apprehended concept definition well, particularly the probability concept, although the subject with advanced mathematics ability was procedurally prodigious.
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Apriliyani, Mila Nurul, Siti Kumawati, Utari Oktaviani i Heny Nugroho. "Analysis Student’s Mathematical Connection Ability of Class XII MIPA SMA N 1 Ngawen on Statistical Material". Proceeding International Conference on Science and Engineering 3 (30.04.2020): 589–94. http://dx.doi.org/10.14421/icse.v3.570.

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The material in mathematics relates to each other and also relates to daily life. Likewise with statistics is one of the materials on the subject of mathematics that also has a relationship with other sciences, and has been widely used in daily life. This research explains the ability of the mathematic connections of the grade XII students of MIPA SMA N 1 Ngawen on the statistical material. With the aim to know the student's mathematic connection ability. The methods used are qualitative descriptive with research instruments in the form of tests and interviews. The research subject consists of 10 students with an analysis model on this research based on its mathematical connection indicators. From this research gained ability on the indicator linking between concepts on a mathematical material and indicators linking between mathematical concepts with daily life belonging to the high, and low category for indicators The mathematical concept with other sciences.
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Alkhozayem, Mohammed Hamad. "Epistemological Perceptions among Mathematics Teachers about Mathematical Concepts". International Journal of research in Educational Sciences 3, nr 2 (15.03.2020): 104–456. http://dx.doi.org/10.29009/ijres.3.2.9.

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Rips, Lance J., Amber Bloomfield i Jennifer Asmuth. "From numerical concepts to concepts of number". Behavioral and Brain Sciences 31, nr 6 (grudzień 2008): 623–42. http://dx.doi.org/10.1017/s0140525x08005566.

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AbstractMany experiments with infants suggest that they possess quantitative abilities, and many experimentalists believe that these abilities set the stage for later mathematics: natural numbers and arithmetic. However, the connection between these early and later skills is far from obvious. We evaluate two possible routes to mathematics and argue that neither is sufficient: (1) We first sketch what we think is the most likely model for infant abilities in this domain, and we examine proposals for extrapolating the natural number concept from these beginnings. Proposals for arriving at natural number by (empirical) induction presuppose the mathematical concepts they seek to explain. Moreover, standard experimental tests for children's understanding of number terms do not necessarily tap these concepts. (2) True concepts of number do appear, however, when children are able to understand generalizations over all numbers; for example, the principle of additive commutativity (a+b=b+a). Theories of how children learn such principles usually rely on a process of mapping from physical object groupings. But both experimental results and theoretical considerations imply that direct mapping is insufficient for acquiring these principles. We suggest instead that children may arrive at natural numbers and arithmetic in a more top-down way, by constructing mathematical schemas.
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Toumasis, Charalampos. "Concept Worksheet: An Important Tool for Learning". Mathematics Teacher 88, nr 2 (luty 1995): 98–100. http://dx.doi.org/10.5951/mt.88.2.0098.

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A Student's ability to learn mathematics is directly related to his or her understanding of mathematical concepts and principles (Cooney 1977). Experienced teachers know that concepts are the basic building blocks of thinking, particularly higher level thinking in mathematics. This article explores the concept worksheet, which can help students identify and analyze important mathematical concepts and is a simple assignment that can be completed by students overnight. The following four types of exercises are part of the worksheet.
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Rakhmawati, Rosida. "Aktivitas Matematika Berbasis Budaya pada Masyarakat Lampung". Al-Jabar : Jurnal Pendidikan Matematika 7, nr 2 (20.12.2016): 221–30. http://dx.doi.org/10.24042/ajpm.v7i2.37.

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Culture-based education has a vital role of individuals and communities to achieve progressivity in all aspects of life. Math-based culture called ethnomathematics is an approach that can be used to explain the role of mathematics in a multicultural society. Mathematical concepts used to explore the existence of mathematics in culture, especially traditional societies of Lampung. This study aims to describe the results of exploration Lampung Ethnomathematics with this kind of exploratory research as well as an ethnographic approach. The results showed that without studying the mathematical concept, traditional society of Lampung have applied these concepts in their daily lives using ethnomathematics. Proved the existence of mathematical concepts contained in custom home building, the local unit of Lampung, geometric shapes motif of tapis, as well as traditional games Lampung. Researchers suggest the results of this study to (a) used as alternative ideas mathematics learning outside the classroom, (b) introduced in learning formal mathematics as initial capital to teach the concept of mathematics to students, (c) be used as reference material for preparing a matter of mathematical problem-solving context.
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Niswah, Ulvatun, i Abd Qohar. "Mathematical Reasoning in Mathematics Learning on Pyramid Volume Concepts". Malikussaleh Journal of Mathematics Learning (MJML) 3, nr 1 (25.05.2020): 23. http://dx.doi.org/10.29103/mjml.v3i1.2400.

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The purpose of this study was to describe the standard process of mathematical reasoning in learning on pyramid volume concepts. The study was a study with descriptive qualitative approach, carried out by peer teaching in the classroom. The subjects of this research were Class B Postgraduate 2018 (S2) students, State University of Malang. The standard process of this activity was to recognize reasoning and verification as a basic aspect in mathematics, to make and investigate mathematical conjecture, to find out how to develop and evaluate mathematical arguments and verification, to find out how to choose and use various types of reasoning and proof methods.
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Putri, Dini Palupi. "Peran dan Kontribusi Ilmuwan Muslim dalam Pembelajaran Matematika". ARITHMETIC: Academic Journal of Math 1, nr 1 (10.05.2019): 63. http://dx.doi.org/10.29240/ja.v1i1.822.

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The life that is lived now and in the future cannot be separated from the role of history in the past. Mathematics learning plays an important role in everyday life, often we find problems in everyday life can be solved with mathematical concepts. In learning mathematics, mathematical scientists contribute greatly to the learning of mathematics and mathematical concepts. It cannot be denied, in the golden age of Islam many Muslim scientists sprang up, including mathematical scientists. Muslim mathematicians who were very famous, one of them was al- Khawarizmi. The branch of science in mathematics put forward by al- Khawarizmi is Algebra. Algebra is very much used in the life of the current global era. Algebra is found in many daily activities, such as buying and selling, Mawaris knowledge, and so on. al- Khawarizmi is also an inventor of zeros and the originator of the concept of algorithms. In addition, this paper will discuss the contribution of scientist Ibn al- Haytham to the concept of absolute value, al- Biruni towards the concept of "The Broken Chord" theorem, al- Khayyami on the concept of geometry. The mathematical concepts found by scientists are what we use a lot today to solve problems used in everyday life.
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Rozprawy doktorskie na temat "Mathematics concepts"

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Zell, Simon. "Using physical experiments in mathematics lessons to introduce mathematical concepts". Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-81188.

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Physical experiments have a great potential in mathematics lessons. Students can actively discover how mathematical concepts are used. This paper shows results of research done how students got to know the different aspects of the concept of variable by doing simple physical experiments. Further it will be shown what other concepts could be touched by the same treatment.
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Fogdall, Todd Stephen. "Concept booklets : examining the performance effects of journaling of mathematics course concepts /". [Boise, Idaho] : Boise State University, 2009. http://scholarworks.boisestate.edu/td/49/.

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Smith, Michael M. "PRE-CALCULUS CONCEPTS FUNDAMENTAL TO CALCULUS". University of Akron / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=akron1164048974.

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Zell, Simon. "Using physical experiments in mathematics lessons to introducemathematical concepts". Proceedings of the tenth International Conference Models in Developing Mathematics Education. - Dresden : Hochschule für Technik und Wirtschaft, 2009. - S. 611 - 614, 2012. https://slub.qucosa.de/id/qucosa%3A1831.

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Physical experiments have a great potential in mathematics lessons. Students can actively discover how mathematical concepts are used. This paper shows results of research done how students got to know the different aspects of the concept of variable by doing simple physical experiments. Further it will be shown what other concepts could be touched by the same treatment.
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McNaney, Danielle. "Student response to mathematical concepts in context". Thesis, Manhattan, Kan. : Kansas State University, 2009. http://hdl.handle.net/2097/1645.

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Swanson, David. "Vygotsky's theory of scientific concepts and connectionist teaching in mathematics". Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/vygotskys-theory-of-scientific-concepts-and-connectionist-teaching-in-mathematics(3e2fb24f-70bf-4dc0-8282-aff6fb8e3a64).html.

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This thesis can be described in various terms. It is a translation of Vygotsky's theory of scientific concepts, in reality a theory of development, into a theory of mathematics teaching and learning. It is a theorisation, and development, of connectionist pedagogy in mathematics (a relatively underdeveloped, yet exemplary, amalgam of various reform/progressive /meaningful approaches to teaching). And, it is an investigation of the elements and processes involved in mathematical concept development, and the mediating role which classroom tasks can play. Alongside this, these understandings are embedded within a wider understanding of society, schooling, mathematics and mathematics teaching which help explain the current dominant practice in the classroom, and in doing so add to the understandings already described. In sum, the thesis therefore represents the beginnings of a systematic Marxist perspective of mathematics education which can cohere analysis at the multiple levels of society, schooling, classroom teaching and learning, and individual concept development. As such it is also, as should always be the case with Marxist perspectives, a guide to action for critical mathematics educators. The thesis begins with context, motivation and strategy, an overview of relevant literature, and an explanation of the methodology and methods used within. The relationship between Vygotsky's theory of concept development and connectionist teaching is then outlined and developed. The wider societal perspective follows, with an emphasis on generalised commodity production as the key shaper of schools and classrooms. Both of these themes are then developed in relation to the example of vocational mathematics, both providing evidence of the existence and nature of scientific activity and concepts, and connecting their absence to the obstacles related in the previous section. The thesis continues by exploring a pedagogical development based on Vygotsky's theory, looking at the explicit problematising of generalisation, and analysing classroom dialogue in relation to this. In the other direction, a theoretical development is then made, following an illustration of the pedagogical and theoretical framework through the development of a particular concept. Finally, conclusions are drawn and future work outlined.
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Kudri, Soraya Rosana Torres. "L-fuzzy compactness and related concepts". Thesis, City University London, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.283158.

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Marko, Benjamin David. "Teaching Concepts Foundational to Calculus Using Inquiry and Technology". University of Akron / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=akron1144777991.

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Mamona, Joanna C. "Students' interpretations of some concepts of mathematical analysis". Thesis, University of Southampton, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.329490.

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Her, Ming Hang Yun. "An investigation of students' media preferences in learning mathematical concepts". unrestricted, 2006. http://etd.gsu.edu/theses/available/etd-05032006-133322/.

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Thesis (Ph. D.)--Georgia State University, 2006.
Title from title screen. Christine D. Thomas, committee charir; Nikita D. Patterson, Clara Nosegbe Okoka, Janice S. Scott, Pier A. Junor-Clarke, committee members. Electronic text (176 p. : forms, graphs (some col.)) : digital, PDF file. Description based on contents viewed May 1, 2007. Includes bibliographical references (p. 134-143).
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Książki na temat "Mathematics concepts"

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Ashby, John. Early mathematics concepts. Windsor: NFER, 1997.

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

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Jane, Cordón Mary, red. Mastering mathematical concepts. Wyd. 2. San Diego: Harcourt Brace Jovanovich, 1991.

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Swindle, Robert E. Business mathematics: Concepts and applications. Boston, Mass: Kent Pub. Co., 1987.

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1949-, Yeager Rod, red. Mathematics 9: Exploring the concepts. Toronto: McGraw-Hill Ryerson, 2002.

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Holt, Rinehart, and Winston, inc i Harcourt Brace & Company, red. Practical mathematics: Skills and concepts. Wyd. 3. Austin, [Tex.]: Holt, Rinehart and Winston, 1998.

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James, Stewart. Calculus: Concepts and contexts. Wyd. 4. Belmont, CA: Brooks/Cole, Cengage Learning, 2013.

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James, Stewart. Calculus: Concepts and contexts. Wyd. 2. Mason, Ohio: Thomson Brooks/Cole, 2005.

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1946-, Speer William R., red. Today's mathematics: Concepts and methods in elementary school mathematics. Wyd. 7. New York: Macmillan, 1992.

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1946-, Speer William R., red. Today's mathematics: Concepts and methods in elementary school mathematics. Wyd. 6. Chicago: Science Research Associates, 1988.

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Części książek na temat "Mathematics concepts"

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Cantù, Paola. "Mathematics. Systematical Concepts". W Handbuch Christian Wolff, 357–79. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-14737-2_17.

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Evans, C. W. "Further concepts". W Engineering Mathematics, 39–74. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-1-4899-3280-8_2.

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Gomes, Luciana Takata, Laécio Carvalho de Barros i Barnabas Bede. "Basic Concepts". W SpringerBriefs in Mathematics, 11–40. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-22575-3_2.

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Yafaev, Dmitri R. "Basic concepts". W Lecture Notes in Mathematics, 1–13. Berlin, Heidelberg: Springer Berlin Heidelberg, 2000. http://dx.doi.org/10.1007/bfb0105532.

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Brenner, Susanne C., i L. Ridgway Scott. "Basic Concepts". W Texts in Applied Mathematics, 1–21. New York, NY: Springer New York, 2002. http://dx.doi.org/10.1007/978-1-4757-3658-8_1.

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Dodos, Pandelis. "Basic Concepts". W Lecture Notes in Mathematics, 1–8. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-12153-1_1.

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Shields, Paul. "Basic concepts". W Graduate Studies in Mathematics, 1–120. Providence, Rhode Island: American Mathematical Society, 1996. http://dx.doi.org/10.1090/gsm/013/01.

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Greene, Robert, i Steven Krantz. "Fundamental concepts". W Graduate Studies in Mathematics, 1–28. Providence, Rhode Island: American Mathematical Society, 2006. http://dx.doi.org/10.1090/gsm/040/01.

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Ferrario, Davide L., i Renzo A. Piccinini. "Fundamental Concepts". W CMS Books in Mathematics, 1–41. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-7236-1_1.

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Brenner, Susanne C., i L. Ridgway Scott. "Basic Concepts". W Texts in Applied Mathematics, 1–20. New York, NY: Springer New York, 1994. http://dx.doi.org/10.1007/978-1-4757-4338-8_1.

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Streszczenia konferencji na temat "Mathematics concepts"

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Žáček, Martin, Dan Homola i Rostislav Miarka. "Concepts of formal concept analysis". W INTERNATIONAL CONFERENCE OF NUMERICAL ANALYSIS AND APPLIED MATHEMATICS (ICNAAM 2016). Author(s), 2017. http://dx.doi.org/10.1063/1.4992235.

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Hariastuti, Rachmaniah M., Mega T. Budiarto i Manuharawati Manuharawati. "Gedhek, When Culture Teaches Mathematical Concepts". W 1st International Conference on Mathematics and Mathematics Education (ICMMEd 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210508.057.

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Anastasiou, Athanasios, Charalambos Tsirmpas, Alexandros Rompas, Kostas Giokas i Dimitris Koutsouris. "3D printing: Basic concepts mathematics and technologies". W 2013 IEEE 13th International Conference on Bioinformatics and Bioengineering (BIBE). IEEE, 2013. http://dx.doi.org/10.1109/bibe.2013.6701672.

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Siddique, Mohammad, Kristy Mitchell, Theodore E. Simos, George Psihoyios i Ch Tsitouras. "Mathematical Concepts and Maple Animations". W ICNAAM 2010: International Conference of Numerical Analysis and Applied Mathematics 2010. AIP, 2010. http://dx.doi.org/10.1063/1.3498576.

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Tinungki, Georgina Maria, i Budi Nurwahyu. "Analysis of Ability for Understanding the Basic Concepts of Probability Theory". W 1st International Conference on Mathematics and Mathematics Education (ICMMEd 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210508.103.

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Estivill-Castro, Vladimir. "LINKING MATHEMATICS CURRICULUM AND CONCEPTS TO ROBOTICS ACTIVITIES". W 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1988.

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Voytsekhovich, Vyacheslav Emerikovich. "Mathematics of the future". W 4th International Conference “Futurity designing. Digital reality problems”. Keldysh Institute of Applied Mathematics, 2021. http://dx.doi.org/10.20948/future-2021-8.

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Mathematics has entered a crisis of complexity. The main reason is the use of immutable concepts according to the law of identity of Aristotle's logic. The evidence has become super-long, unverifiable. Overcoming the crisis is possible in the transition from immutable concepts to "mobile" ones, in the generalization of the law of identity. In modern mathematics, there are prerequisites for such a transition – in qualitative theory, probability theory, algorithm theory, and foundations. The future of mathematics lies in the development of categories as transformative concepts.
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Nuraeni, Hasna, Nuryani Y. Rustaman i Topik Hidayat. "Teacher's Understanding of Biodiversity, Conservation, and Hotspots Biodiversity Concepts". W International Conference on Mathematics and Science Education. Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icmsed-16.2017.54.

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Siddique, Mohammad, Theodore E. Simos, George Psihoyios i Ch Tsitouras. "Symposium: Using Maple to Visualize Mathematical Concepts". W ICNAAM 2010: International Conference of Numerical Analysis and Applied Mathematics 2010. AIP, 2010. http://dx.doi.org/10.1063/1.3498575.

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Stoica, Diana, i Mihail Megan. "Concepts of dichotomy for stochastic skew-evolution semiflows in Hilbert spaces". W NUMERICAL ANALYSIS AND APPLIED MATHEMATICS ICNAAM 2012: International Conference of Numerical Analysis and Applied Mathematics. AIP, 2012. http://dx.doi.org/10.1063/1.4756246.

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Raporty organizacyjne na temat "Mathematics concepts"

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Bednar, Amy. Topological data analysis : an overview. Engineer Research and Development Center (U.S.), czerwiec 2021. http://dx.doi.org/10.21079/11681/40943.

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A growing area of mathematics topological data analysis (TDA) uses fundamental concepts of topology to analyze complex, high-dimensional data. A topological network represents the data, and the TDA uses the network to analyze the shape of the data and identify features in the network that correspond to patterns in the data. These patterns extract knowledge from the data. TDA provides a framework to advance machine learning’s ability to understand and analyze large, complex data. This paper provides background information about TDA, TDA applications for large data sets, and details related to the investigation and implementation of existing tools and environments.
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Cary, J. R. Application of modern mathematical concepts to plasma confinement. Office of Scientific and Technical Information (OSTI), sierpień 1991. http://dx.doi.org/10.2172/5307222.

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Cary, J. Application of modern mathematical concepts to plasma confinement: Progress report. Office of Scientific and Technical Information (OSTI), czerwiec 1989. http://dx.doi.org/10.2172/6190456.

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Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, lipiec 2020. http://dx.doi.org/10.52012/tyob9090.

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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden engineering participation. Knowledge generated around using peer-facilitated instruction at two-year colleges can improve underrepresented students' success and participation in engineering across a broad range of institutions. Students in the program participated in peer-facilitated recitation sessions linked to fundamental engineering courses, such as engineering analysis, statics, and dynamics. These courses have the highest failure rate among women and underrepresented minority students. As a mixed-methods evaluation study, student engagement was measured as students' comfort with asking questions, collaboration with peers, and applying mathematics concepts. SPSS was used to analyze pre-and post-surveys for statistical significance. Qualitative data were collected through classroom observations and focus group sessions with recitation leaders. Semi-structured interviews were conducted with faculty members and students to understand their experiences in the program. Findings revealed that women students had marginalization and intimidation perceptions primarily from courses with significantly more men than women. However, they shared numerous strategies that could support them towards success through the engineering pathway. Women and underrepresented students perceived that they did not have a network of peers and faculty as role models to identify within engineering disciplines. The recitation sessions had a positive social impact on Hispanic women. As opportunities to collaborate increased, Hispanic womens' social engagement was expected to increase. This social engagement level has already been predicted to increase women students' persistence and retention in engineering and result in them not leaving the engineering pathway. An analysis of quantitative survey data from students in the three engineering courses revealed a significant effect of race and ethnicity for comfort in asking questions in class, collaborating with peers outside the classroom, and applying mathematical concepts. Further examination of this effect for comfort with asking questions in class revealed that comfort asking questions was driven by one or two extreme post-test scores of Asian students. A follow-up ANOVA for this item revealed that Asian women reported feeling excluded in the classroom. However, it was difficult to determine whether these differences are stable given the small sample size for students identifying as Asian. Furthermore, gender differences were significant for comfort in communicating with professors and peers. Overall, women reported less comfort communicating with their professors than men. Results from student metrics will inform faculty professional development efforts to increase faculty support and maximize student engagement, persistence, and retention in engineering courses at community colleges. Summative results from this project could inform the national STEM community about recitation support to further improve undergraduate engineering learning and educational research.
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Perdigão, Rui A. P. Earth System Dynamic Intelligence - ESDI. Meteoceanics, kwiecień 2021. http://dx.doi.org/10.46337/esdi.210414.

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Earth System Dynamic Intelligence (ESDI) entails developing and making innovative use of emerging concepts and pathways in mathematical geophysics, Earth System Dynamics, and information technologies to sense, monitor, harness, analyze, model and fundamentally unveil dynamic understanding across the natural, social and technical geosciences, including the associated manifold multiscale multidomain processes, interactions and complexity, along with the associated predictability and uncertainty dynamics. The ESDI Flagship initiative ignites the development, discussion and cross-fertilization of novel theoretical insights, methodological developments and geophysical applications across interdisciplinary mathematical, geophysical and information technological approaches towards a cross-cutting, mathematically sound, physically consistent, socially conscious and operationally effective Earth System Dynamic Intelligence. Going beyond the well established stochastic-dynamic, information-theoretic, artificial intelligence, mechanistic and hybrid techniques, ESDI paves the way to exploratory and disruptive developments along emerging information physical intelligence pathways, and bridges fundamental and operational complex problem solving across frontier natural, social and technical geosciences. Overall, the ESDI Flagship breeds a nascent field and community where methodological ingenuity and natural process understanding come together to shed light onto fundamental theoretical aspects to build innovative methodologies, products and services to tackle real-world challenges facing our planet.
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Atuhurra, Julius, i Michelle Kaffenberger. System (In)Coherence: Quantifying the Alignment of Primary Education Curriculum Standards, Examinations, and Instruction in Two East African Countries. Research on Improving Systems of Education (RISE), grudzień 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/057.

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Improvements in instructional coherence have been shown to have large impacts on student learning, yet analysis of such coherence, especially in developing countries and at a systems level, is rare. We use an established methodology, the Surveys of Enacted Curriculum (SEC), and apply it to a developing country context to systematically analyze and quantify the content and coherence of the primary curriculum standards, national examinations, and actual teaching delivered in the classroom in Uganda and Tanzania. We find high levels of incoherence across all three instructional components. In Uganda, for example, only four of the fourteen topics in the English curriculum standards appear on the primary leaving exam, and two of the highest-priority topics in the standards are completely omitted from the exams. In Tanzania, only three of fourteen English topics are covered on the exam, and all are assessed at the “memorization” level. Rather than aligning with either the curriculum standards or exams, teachers’ classroom instruction is poorly aligned with both. Teachers tend to cover broad swathes of content and levels of cognitive demand, unrelated to the structure of either the curriculum standards or exams. An exception is Uganda mathematics, for which standards, exams, and teacher instruction are all well aligned. By shedding light on alignment deficits in the two countries, these results draw attention to a policy area that has previously attracted little (if any) attention in many developing countries’ education policy reform efforts. In addition to providing empirical results for Uganda and Tanzania, this study provides a proof-of-concept for the use of the SEC methodology as a diagnostic tool in developing countries, helping education systems identify areas of instructional (in)coherence and informing efforts to improve coherence for learning.
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