Gotowe bibliografie tematyczne / Mathematics learning

Gotowa bibliografia na temat „Mathematics learning”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 25 kwietnia 2022

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Artykuły w czasopismach na temat "Mathematics learning"

Salafudin, Salafudin, Muhamad Sugeng Sholahuddin, Heni Lilia Dewi i Alimatus Sholikhah. "Character Education Through Realistic Mathematics Learning Based On Ethnomathematics". Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang 5, nr 2 (19.07.2021): 211. http://dx.doi.org/10.31331/medivesveteran.v5i2.1623.

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Mathematics is a discipline that can improve thinking skills. However, in reality, the mathematics thinking skills of elementary school students are still low. This is because the mathematics learning used is not optimal and still uses conventional learning. In the process of mathematics learning, there is an integration of character values with mathematics material. Character building through mathematics learning has not been done relatively. The current mathematical concept can be related to cultural activities called ethnomathematics. Through ethnomathematics, mathematics learning becomes more realistic. The purpose of this research is to build students’ character and improve student’s mathematic learning achievement through developing student worksheets with a mathematical approach based on ethnomathematics. The methods of the research were research and development by using steps including preliminary study, design, development, and dissemination. The result of the research is student's worksheets fulfill valid, practical, and effective criteria. The result of the validity of teaching media shows that the average number is 96 % with very good criteria. The effectiveness test shows that there is a distinction of student’s achievement before and after the treatment and the student’s achievement on average is increased. Based on the analysis of student's answers on student worksheets, four characters are built through the learning process with a realistic mathematic approach based on ethnomathematics, such as creativity, independence, curiosity, and nationality. Keywords: character building, realistic mathematics learning, ethnomathematics.

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Azlan, Noor Akmar, i Mohd Faizal Nizam Lee Abdullah. "Komunikasi matematik : Penyelesaian masalah dalam pengajaran dan pembelajaran matematik". Jurnal Pendidikan Sains Dan Matematik Malaysia 7, nr 1 (27.04.2017): 16–31. http://dx.doi.org/10.37134/jsspj.vol7.no1.2.2017.

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Based on the study of mathematic problems created by Clements in 1970 and 1983 in Penang, it was found that students in Malaysia do not have a problem of serious thought. However, the real problem is related to read, understand and make the right transformation when solving mathematical problems, especially those involving mathematical word problem solving. Communication is one of the important elements in the process of solving problems that occur in the teaching and learning of mathematics. Students have the opportunities to engage in mathematic communication such as reading, writing and listening and at least have two advantages of two different aspects of communication which are to study mathematics and learn to communicate mathematically. Most researchers in the field of mathematics education agreed, mathematics should at least be studied through the mail conversation. The main objective of this study is the is to examine whether differences level of questions based on Bloom’s Taxonomy affect the level of communication activity between students and teachers in the classroom. In this study, researchers wanted to see the level of questions which occur with active communication and if not occur what is the proper strategy should taken by teachers to promote the effective communication, engaging study a group of level 4 with learning disabilities at a secondary school in Seremban that perform mathematical tasks that are available. The study using a qualitative approach, in particular sign an observation using video as the primary method. Field notes will also be recorded and the results of student work will be taken into account to complete the data recorded video. Video data are primary data for this study. Analysis model by Powell et al., (2013) will was used to analyze recorded video. Milestones and critical during this study will be fully taken into account.

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Murtianto, Yanuar Hery, Sutrisno Sutrisno, Nizaruddin Nizaruddin i Muhtarom Muhtarom. "EFFECT OF LEARNING USING MATHEMATICA SOFTWARE TOWARD MATHEMATICAL ABSTRACTION ABILITY, MOTIVATION, AND INDEPENDENCE OF STUDENTS IN ANALYTIC GEOMETRY". Infinity Journal 8, nr 2 (30.09.2019): 219. http://dx.doi.org/10.22460/infinity.v8i2.p219-228.

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Rapid development of technology for the past two decades has greatly influenced mathematic learning system. Mathematica software is one of the most advanced technology that helps learn math especially in Geometry. Therefore this research aims at investigating the effectiveness of analytic geometry learning by using Mathematica software on the mathematical abstraction ability, motivation, and independence of students. This research is a quantitative research with quasi-experimental method. The independent variable is learning media, meanwhile the dependent variables are students’ mathematical abstraction ability, motivation, and independence in learning. The population in this research was the third semester students of mathematics education program and the sample was selected using cluster random sampling. The samples of this research consisted of two distinct classes, with one class as the experimental class was treated using Mathematica software and the other is the control class was treated without using it. Data analyzed using multivariate, particularly Hotelling’s T2 test. The research findings indicated that learning using Mathematica software resulted in better mathematical abstraction ability, motivation, and independence of students, than that conventional learning in analytic geometry subject.

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Helsa, Yullys, Darhim Darhim, Dadang Juandi i Turmudi Turmudi. "BLENDED LEARNING IN TEACHING MATHEMATICS". AKSIOMA: Jurnal Program Studi Pendidikan Matematika 10, nr 2 (7.07.2021): 733. http://dx.doi.org/10.24127/ajpm.v10i2.3447.

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The background of this research was the development of blended learning in teaching mathematics. This study aimed to determine the benefits of blended learning in teaching mathematics by analyzing previous research. The method in this study is a systematic literature review (SLR), it descriptive based survey in the form of an analysis of 25 articles from the Science Direct database in the 2010-2020 period. The results showed that there are many benefits of blended learning in mathematic, which includes: to improve mathematical thinking skills, develop good perceptions, improve learning outcomes, increase self-regulation, increase thinking/problem-solving skills, improve communication skills, increase student participation, simplify the assessment process, increase computational thinking skills, and critical thinking skills. The most significant benefit of blended learning is student learning outcomes, shown in 52% of the articles. The research implies the importance of supporting teachers in identifying the objectives of blended learning.

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Lesnussa, Yopi Andry. "Realistic Mathematics Education (RME) Provides Great Benefits for Students in Indonesia". Jurnal Aplikasi Multidisiplinari Filsafat dan Sains (JAMFAS) 1, nr 1 (24.01.2019): 001–6. http://dx.doi.org/10.30598/jamfasvol1iss1pp001-006y2018.

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Mathematics as a part of basic science is considered very difficult, especially for students from elementary school to high school. To facilitate the process of learning mathematics has been developed many new learning methods by experts in mathematics education, one of them is realistic mathematics education. Realistic mathematics education is one of therenewed learning methods on basic mathematical concepts that related to the context, illustrations, and based on everyday life situations. Besides realistic mathematics education motivated students to be more active and creative in solving mathematical problems according to real conditions, it also more emphasize cooperative and communicative learning so that students are more interested in learning mathematics. This encourages the government to include realistic mathematics education in the curriculum of basic education and also through the provision of training and education for teachers. It is expected that the education system that accommodates Realistic Mathematic Education can increase the interesting of students' learning

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Harper, Frances K., i Sandra Crespo. "Learning to Collaborate While Learning Mathematics". Mathematics Teacher: Learning and Teaching PK-12 113, nr 10 (październik 2020): 800–811. http://dx.doi.org/10.5951/mtlt.2019.0192.

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This task structure both engages students in serious, grade-level appropriate mathematical work and allows the teacher to do the intentional and purposeful work of building a collaborative classroom culture. We highlight possibilities for adapting this task structure to teach different mathematics content across grade levels 3–5.

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Wewe, Melkior. "THE EFFECT OF PROBLEM BASED LEARNING MODEL AND MATHEMATIC-LOGICAL INTELLIGENCE TOWARD MATHEMATICS LEARNING ACHIEVEMENT". Journal of Education Technology 1, nr 1 (3.05.2017): 13. http://dx.doi.org/10.23887/jet.v1i1.10079.

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This study aims to find out the difference between the model of problem-based learning and the mathematical-logical intelligence towards mathematics learning achievement. This study is a true experimental with specific design of post-test only control group design. The population of this study are all fourth grade students of primary schools in Bajawa sub district. Meanwhile, the sample in this study is determined through random sampling. The result of analysis, it is gained that the learning achievement which used problem based learning model is higher than the mathematics learning achievement of the students with the conventional learning technique. The calculation from two ways ANAVA results in Fobs 1.793 with sig = 0.184, there is no significant effect of learning interaction model and mathematic-logical intelligence. Since there is no interaction, it also means that there is no significant effect of problem based learning collaborated with mathematic-logical intelligence to the students’ learning achievement.

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Habibi, Andrik, i Tri Novita Irawati. "The Application of Probing Prompting Learning (PPL) Model with Realistic Mathematics Education (RME) Approach to Increase Understanding of Student Mathematics Concepts". Jurnal Axioma : Jurnal Matematika dan Pembelajaran 4, nr 1 (31.01.2019): 33–43. http://dx.doi.org/10.36835/axi.v4i1.342.

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Understanding of mathematical concepts is the ability of students to understand facts related to mathematics which can be expressed again in easily understood languages. The problem examined in this study is research on improving mathematical understanding of integer operations through the application of Probing Prompting Learning (PPL) with Realistic Mathematic Education (RME) approach. The method used is observation, documentation, interviews, and test methods, while the data analysis uses the percentage formula of the results of observations and the percentage of completeness of learning outcomes formula. Keyword: probing prompting learning, realistic mathematic education

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Young-Loveridge, Jennifer M. "Learning mathematics". British Journal of Developmental Psychology 5, nr 2 (czerwiec 1987): 155–67. http://dx.doi.org/10.1111/j.2044-835x.1987.tb01051.x.

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Voigt, Jörg. "Negotiation of mathematical meaning and learning mathematics". Educational Studies in Mathematics 26, nr 2-3 (marzec 1994): 275–98. http://dx.doi.org/10.1007/bf01273665.

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Rozprawy doktorskie na temat "Mathematics learning"

Holdaway, Emma Lynn. "Mathematical Identities of Students with Mathematics Learning Dis/abilities". BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8536.

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The majority of research on the mathematics teaching and learning of students with mathematics learning dis/abilities is not performed in the field of mathematics education, but in the field of special education. Due to this theoretical divide, students with mathematics learning dis/abilities are far more likely to be in classes that emphasize memorization, direct instruction, and the explicit teaching of rules and procedures. Additionally, students with mathematics learning dis/abilities are often seen as "unable" to succeed in school mathematics and are characterized by their academic difficulties and deficits. The negative assumptions, beliefs, and expectations resulting from ableistic practices in the education system color the interactions educators, parents, and other students have with students with mathematics learning dis/abilities. These interactions in turn influence how students with mathematics learning dis/abilities view and position themselves as learners and doers of mathematics. My study builds on the theoretical framework of positioning theory (Harré, 2012) in order to better understand the mathematical identities of students with mathematics learning dis/abilities. The results of my study show how these students use their prepositions and enduring positions to inform the in-the-moment positions they take on in the mathematics classroom.

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Smith, Edward Charles. "Reconceptualizing mathematics teaching and learning: Teacher learning in a realistic mathematics context". University of the Western Cape, 2000. http://hdl.handle.net/11394/8470.

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Philosophiae Doctor - PhD
In this study the construct of personal theories is used to represent the teacher's conceptions, which are interpreted as the consciously held beliefs. The teacher's personal theories encompass beliefs, images, values and attitudes as well as understanding about teaching and learning. This study investigates the influence of the teacher's conceptions of mathematics, of the teaching and learning of mathematics and of the context before and after a structured learning experience. The interest in the teacher's conceptions is derived from the assumption that these serve as a primary component that influence how teachers think about their professional responsibilities and how they act in their classrooms. Furthermore, the extent of implementation of a new curriculum has been linked to the scope of congruence between the teachers' conceptions and the underpinning philosophy of the intended curriculum. The study of the teacher's conceptions is especially relevant during a time of educational reform, such as the current transition to an Outcomes Based Education curriculum in South Africa. The participants in this study consist of four primary school mathematics teachers with various educational backgrounds, who teach at schools situated in different physical environments. The conceptions that these teachers have of mathematics, of the teaching and learning of mathematics and the influence of the context are investigated using a variety of instruments. Data collection was done with a questionnaire, a repertory grid, a semi-structured interview and lesson observations. The teachers participated in the Teaching Intervention and Support Programme (TISP), as a structured teacher learning experience. The programme is centred on the integration of the developmental and socio-cultural perspectives on teacher learning. With the developmental perspective the focus is on the acquisition of intellectual skills, while the socio-cultural perspective emphasizes participation in social practice. Both are directed at effecting conceptual change. With the developmental approach the process of conceptual change involves the development of new conceptions from existing conceptions. From the socio-cultural perspective the context is paramount and conceptual change is seen as new ways of being and acting within a particular context. The teachers were invited to attend a two-week intervention session, followed by a six months support programme that was aimed at establishing a teacher learning community. The learning experiences provided during the intervention session were drawn mainly from Realistic Mathematics Education. On completion of the programme, the teachers' conceptions of mathematics, of the teaching and learning of mathematics and the influence of the context were again investigated. The results of this study show that two of the participants had highly mechanistic conceptions of mathematics, and the teaching and learning of mathematics. The remaining two had a more empiristic approach with its high focus on environmental activities. After the programme, the teachers with the mechanistic views adopted a mixed. conception with some of the mechanistic conceptions retained, but now interspersed with some empiristic and realistic conceptions. The participants with the empiristic conceptions adopted a more realistic conception, but again to varying degrees. Thompson's (1991) hierarchical structure for the development of conceptions was also used to describe the extent of conceptual change. However, it was found that a concentric, rather than a hierarchical representation is a more appropriate to describe these changes. With regards to the socio-cultural view of conceptual change, all the participants perceived the context differently. The teachers' actions were also more commensurate with the practices associated with teachers that encourage learner autonomy, mathematical investigations and a facilitative role for the teacher.

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Pietsch, James Roderick. "Collaborative learning in mathematics". University of Sydney, 2005. http://hdl.handle.net/2123/1088.

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Doctor of Philosophy (PhD)
This study looked at the implementation of a collaborative learning model at two schools in Sydney designed to realise the principles recommended by reform documents such as the Principles and Standards for School Mathematics (NCTM, 2000) and policy documents including Numeracy, A Priority for All (DETYA, 2000). A total of 158 year seven and year eight students ranging in age from 12 to 15 years old from two schools participated in the study. In all, seven classroom teachers participated in the study each completing two topics using the collaborative learning model. Four research questions were the focus of the current study. Three research questions were drawn from eight principles identified in the literature regarding what constitutes effective mathematics learning. These questions related to the nature of collaboration evident in each classroom, the level of motivation and self-regulation displayed by students in the different types of classrooms and the relationship between learning mathematics within the collaborative learning model and real-world mathematics. A final research question examined the degree to which the concerns of teachers relating to preparing students for examinations are met within the collaborative learning model. Several different data collection strategies were adopted to develop a picture of the different forms of activity evident in each classroom and the changes that took place in each classroom during and after the implementation of the collaborative learning model. These included classroom observations, interviews with student and teacher participants, questionnaires and obtaining test results. Both exploratory and confirmatory factor analysis were used to reduce the data collected. Factor scores and test results were compared using t-tests, ANOVAs and Mann Whitney nonparametric tests. Data collected from interviews and classroom observations were analysed using a grounded approach beginning with the open coding of phenomena. Leont’ev’s theoretical approach to activity systems (1972; 1978) was then used to describe the changing nature of classroom activity with the introduction of the collaborative learning model. Within the collaborative classrooms there were a greater number of mathematical voices participating in classroom discussions, a breaking down of traditional roles held by teachers and students, and dominant patterns of collaboration evident in each classroom reflecting pre-existing cultural ways of doing. Furthermore, there was some quantitative evidence suggesting that student levels of critical thinking, self-regulation and help seeking increased and students were also observed regulating their own learning as well as the learning of others. Classroom practice was also embedded in the cultural practice of preparing topic tests, enabling students to use mathematics within the context of a work group producing a shared outcome. Finally, there was quantitative evidence that students in some of the collaborative classes did not perform as well as students in traditional classrooms on topic tests. Comments from students and teachers, however, suggested that for some students the collaborative learning model enabled them to learn more effectively, although other students were frustrated by the greater freedom and lack of direction. Future research could investigate the effectiveness of strategies to overcome this frustration and the relationship between different types of collaboration and developing mathematical understanding.

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Potari, Despina. "Learning approaches in mathematics". Thesis, University of Edinburgh, 1987. http://hdl.handle.net/1842/12130.

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Buie-Collard, Geoffrey. "HELPING STUDENTS AFFECTED WITH MATHEMATICS DISORDERS LEARN MATHEMATICS". Ohio University Art and Sciences Honors Theses / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ouashonors1586172168614395.

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Buie-Collard, Geoffrey Brock. "Helping Students Affected with Mathematics Disorders Learn Mathematics". The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1592387017569857.

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Kilgore, Pelagia Alesafis. "Adult College Students' Perceptions about Learning Mathematics via Developmental Mathematical xMOOCs". Scholar Commons, 2018. http://scholarcommons.usf.edu/etd/7179.

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Debates over the promising change Massive Open Online Courses (MOOCs) might offer to traditional online learning now produce significant attention and discourse among the media and higher education. Ample articles discuss the potential benefits of MOOCs from the perspectives of faculty and administration. However, little is known about students’ perceptions of MOOCs. Given the lack of relevant literature and the reality that MOOCs are created to benefit students, it is important to elicit current college students’ perceptions of MOOCs since it is well documented learning mathematics online has its problems (Ashby, Sadera, & McNary, 2011; Frame, 2012; Ho et al., 2010; Hughes et al., 2005; Jameson & Fusco, 2014). In this descriptive exploratory case study, I explored the perceptions of eight adult college students enrolled in a developmental mathematical xMOOC. I utilized constant comparative methods (open, axial, and selective coding) to analyze the data and identified overarching themes related to student perceptions of learning developmental mathematics via an xMOOC. XMOOCs are structured like large online lecture courses, usually with auto grading features for tests and quizzes and video-recorded lectures. I also employed post structural tenets to scrutinize the data through different lenses. My goals were to explore college students’ perceptions of learning via developmental mathematical xMOOCs, the reasons students chose to learn developmental mathematics via an xMOOC, students’ beliefs of personal characteristics needed to successfully complete a developmental mathematical xMOOC and their ideas about how to improve developmental mathematical xMOOCs. The study provides insights about college students’ learning and success via developmental mathematical xMOOCs and adds needed information to the literature on higher education distance learning.

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Aljundi, Liam. "Moving Mathematics : Exploring constructivist tools to enhance mathematics learning". Thesis, Malmö universitet, Institutionen för konst, kultur och kommunikation (K3), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-42981.

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The challenges faced by mathematics education reflect the more immense difficulties of the schooling system as a whole. This thesis investigates such challenges in the light of an ethical learning foundation and aims for a transformation through the use of technologies as learning tools. Interaction design methods are used to craft constructivist learning kits that aim to move mathematics students from passive receivers of knowledge to active learners. The proposed tools modify new technologies by adapting them to teachers’ and learners’ needs to be best suited for mathematics classroom adoption. Additionally, social, political, and economic issues that may hinder the adoption of constructivist learning are presented and critically discussed. Finally, this thesis paves the way for future designers who aim to design mathematics educational kits by providing a design framework based on the learning theory and the design process presented in this thesis.

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Alleyn, Suzanne. "Learning the language of mathematics". Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=81477.

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In this thesis, I describe how interactive journal writing was used to improve the understanding of mathematics, and to foster communication with two groups of remedial grade ten students. Mathematics is a gatekeeper course in high school, and students who are not successful with this subject are at a distinct disadvantage, both in terms of their education and in their future careers. A persistent source of difficulty for these students is related to language; students often struggle both to understand what is being taught, and how to explain concepts or problem solutions in their own words. Interactive journal writing was initiated as a means of addressing this situation, and of meeting the objectives proposed by the Quebec Education Plan, which specifies three closely related competencies: (1) solve situational problems; (2) use mathematical reasoning; (3) and communicate by using mathematical language. There is ample proof in the research literature that communication plays an important role in supporting learners by helping them clarify, refine and consolidate their thinking.
This study demonstrates the importance of allowing and encouraging students to use writing as part of their learning processes. By writing about what they are being taught, students are forced to slow down, examine and reflect on the steps they use to solve problems. Sharing what they write promotes meaningful dialogue and personal engagement, essential ingredients of successful learning.

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Perkin, Glynis. "Mathematics learning support and dyslexia". Thesis, Loughborough University, 2007. https://dspace.lboro.ac.uk/2134/8021.

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This research identifies, through an extensive series of exploratory and explanatory case studies, the mathematical difficulties that might be encountered by dyslexic engineering students. It details support mechanisms that may be put in place to help these students reach their full potential and makes suggestions for the introduction of measures at institutional level to ensure compliance with current legislation. This is an area, identified from the literature search, that has not, until now, been the focus of any substantial research activity and thus the findings form an original and significant contribution to knowledge in this field. The findings are not only intrinsically interesting but will also be of use to practitioners of mathematics, support staff, staff developers and policy makers in higher education. A literature review gives historical background on the development of education in general, and mathematics in particular, in the UK. The main theories and problems associated with developmental dyslexia are also given. Surveys were undertaken to determine the extent of mathematics learning support in UK universities and also to determine the extent of the provision of mathematics support to dyslexic students. Using case study research and by providing one-to-one mathematics support, the difficulties encountered by dyslexic students were investigated. Related work is an exploratory study into the use of different media combinations in Computer Assisted Assessment. Additionally, an in-depth case study of the Mathematics Learning Support Centre at Loughborough University has been undertaken and is reported in detail with recommendations for changes suggested. The results of this research show that mathematics learning support is widespread and often essential to bridge the gap between school mathematics and university level mathematics but specialist mathematical support for dyslexic students is rarely available. It is determined that dyslexic students can be impeded in their learning and understanding of mathematics as a direct result of their dyslexia. Recommendations for further study in some areas and future lines of inquiry in others are suggested.

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Książki na temat "Mathematics learning"

Lapointe, Archie E. Learning mathematics. Princeton, N.J: Educational Testing Service, 1992.

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Cobb, Paul, red. Learning Mathematics. Dordrecht: Springer Netherlands, 1994. http://dx.doi.org/10.1007/978-94-017-2057-1.

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A, Mead Nancy, i Askew Janice M, red. Learning mathematics. Princeton, N.J: Educational Testing Service, 1992.

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Andrini, Beth. Cooperative learning mathematics. San Clemente, Calif: Kagan Cooperative Learning, 1998.

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Kortenkamp, Ulrich, Birgit Brandt, Christiane Benz, Götz Krummheuer, Silke Ladel i Rose Vogel, red. Early Mathematics Learning. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-4678-1.

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Bright, George W. Learning and mathematics games. Reston, VA (1906 Association Dr., Reston 22091): National Council of Teachers of Mathematics, 1985.

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Berry, John. Learning mathematics through DERIVE. [Bolton?]: Chartwell-Bratt, 1996.

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Learning to teach mathematics. London: D. Fulton, 1997.

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Ontario. Expert Panel on Mathematics in Grades 4 to 6. Teaching and learning mathematics. [Toronto: Ministry of Education], 2004.

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Learning and doing mathematics. Wyd. 2. York: QED, 1999.

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Części książek na temat "Mathematics learning"

Voigt, Jörg. "Negotiation of Mathematical Meaning and Learning Mathematics". W Learning Mathematics, 171–94. Dordrecht: Springer Netherlands, 1994. http://dx.doi.org/10.1007/978-94-017-2057-1_6.

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Šikić, Zvonimir. "Mathematical Logic: Mathematics of Logic or Logic of Mathematics". W Guide to Deep Learning Basics, 1–6. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37591-1_1.

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Coben, Diana, i John O’Donoghue. "Adults Learning Mathematics". W Encyclopedia of Mathematics Education, 24–31. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-15789-0_5.

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Angluin, Dana. "Learning and Mathematics". W Grammatical Inference: Algorithms and Applications, 1–2. Berlin, Heidelberg: Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-540-30195-0_1.

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De Smedt, Bert, Lieven Verschaffel i Pol Ghesquière. "Mathematics Learning Disability". W Encyclopedia of the Sciences of Learning, 2121–23. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_418.

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Coben, Diana, i John O’Donoghue. "Adults Learning Mathematics". W Encyclopedia of Mathematics Education, 15–23. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-4978-8_5.

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De Corte, Erik, Lieven Verschaffel, Joost Lowyck, Stijn Dhert i Luc Vandeput. "Collaborative learning of mathematics". W TelE-Learning, 53–59. Boston, MA: Springer US, 2002. http://dx.doi.org/10.1007/978-0-387-35615-0_7.

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Höft, Margret. "IT/Mathematics: Statistical Science". W STEM Learning, 121–52. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-26179-9_6.

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Steffe, Leslie P., i Heide G. Wiegel. "Cognitive Play and Mathematical Learning in Computer Microworlds". W Learning Mathematics, 7–30. Dordrecht: Springer Netherlands, 1994. http://dx.doi.org/10.1007/978-94-017-2057-1_1.

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Confrey, Jere, i Erick Smith. "Exponential Functions, Rates of Change, and the Multiplicative Unit". W Learning Mathematics, 31–60. Dordrecht: Springer Netherlands, 1994. http://dx.doi.org/10.1007/978-94-017-2057-1_2.

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Streszczenia konferencji na temat "Mathematics learning"

Starja, Diana, i Nikolina Nikolova. "IMPORTANCE OF LOGICAL-MATHEMATICAL ALGORITHMS IN SCHOOL MATHEMATICS". W 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1124.

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Campos, Helena, i Diana Saraiva. "POETIC MATHEMATICS - A PROPOSAL FOR LEARNING MATHEMATICS". W 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.2527.

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Vos, Ingrid M. "BLENDED LEARNING MATHEMATICS". W International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0910.

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Dofková, Radka. "MATHEMATICAL AND DIGITAL LITERACY IN PROSPECTIVE MATHEMATICS TEACHERS TRAINING". W International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1207.

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Hartono, Agus Budi, Georgina Maria Tinungki, Powell Gian Hartono, Lydia Rosintan Simanjuntak i Susy Muchtar. "E-Learning Based Mathematics Learning Media". W 1st International Conference on Mathematics and Mathematics Education (ICMMEd 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210508.101.

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Carrera Viver, Geovanny. "Anxiety To Mathematics And Its Relationship With Mathematical Learning". W Psychosocial Risks in Education and Quality Educational Processes. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.06.7.

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Bachrata, K., i H. Bachraty. "E-learning in mathematics". W 2011 IEEE 9th International Conference on Emerging eLearning Technologies and Applications (ICETA). IEEE, 2011. http://dx.doi.org/10.1109/iceta.2011.6112576.

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Albano, Giovannina, Sergio Miranda i Anna Pierri. "Personalized Learning in Mathematics". W 2014 International Conference on Intelligent Networking and Collaborative Systems (INCoS). IEEE, 2014. http://dx.doi.org/10.1109/incos.2014.99.

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Lepellere, Maria, i Livio Clemente Piccinini. "LIFELONG LEARNING OF MATHEMATICS". W 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.2187.

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Prieto-Valdes, Juan, i Elena Gortcheva. "MATHEMATICS FOR MACHINE LEARNING". W 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.2134.

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Raporty organizacyjne na temat "Mathematics learning"

Zhu, Ximming, i Herbert A. Simon. Learning Mathematics from Examples and by Doing. Fort Belvoir, VA: Defense Technical Information Center, wrzesień 1987. http://dx.doi.org/10.21236/ada204495.

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Prokaznikova, E. N. The distance learning course «The computational mathematics». OFERNIO, grudzień 2018. http://dx.doi.org/10.12731/ofernio.2018.23530.

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Polgun, K. The use of a higher mathematics electronic instructional and methodological package within inclusive learning environment. Association 1901 «SEPIKE», 2017. http://dx.doi.org/10.31812/0564/2053.

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The article shows the need for developing a higher mathematics electronic instructional and methodological package for students with special needs. Structural elements of the above package have been described. The distinctive features of each of them have been identified. The purpose of creating a higher mathematics electronic instructional and methodological package is to ensure the formation of mathematical competence of inclusive groups' students. The efficiency of the package developed has been corroborated by the experimental data. The article may be interesting for teachers of institutions of higher education with inclusive learning framework.

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Roschelle, Jeremy, Britte Haugan Cheng, Nicola Hodkowski, Lina Haldar i Julie Neisler. Transfer for Future Learning of Fractions within Cignition’s Microtutoring Approach. Digital Promise, kwiecień 2020. http://dx.doi.org/10.51388/20.500.12265/95.

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In this exploratory research project, our team’s goal was to design and begin validation of a measurement approach that could provide indication of a student’s ability to transfer their mathematics understanding to future, more advanced mathematical topics. Assessing transfer of learning in mathematics and other topics is an enduring challenge. We sought to invent and validate an approach to transfer that would be relevant to improving Cignition’s product, would leverage Cignition’s use of online 1:1 tutoring, and would pioneer an approach that would contribute more broadly to assessment research.

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Khrunichev, R. V. Distance learning course "Financial mathematics", training direction 38.03.05 " Business Informatics". OFERNIO, czerwiec 2018. http://dx.doi.org/10.12731/ofernio.2018.23678.

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

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Daro, Phil, Frederic Mosher i Tom Corcoran. Learning Trajectories in Mathematics: A Foundation for Standards, Curriculum, Assessment, and Instruction. Consortium for Policy Research in Education, styczeń 2011. http://dx.doi.org/10.12698/cpre.2011.rr68.

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Nelson, Gena, Angela Crawford i Jessica Hunt. A Systematic Review of Research Syntheses for Students with Mathematics Learning Disabilities and Difficulties. Boise State University, Albertsons Library, styczeń 2022. http://dx.doi.org/10.18122/sped.143.boisestate.

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The purpose of this document is to provide readers with the coding protocol that authors used to code 36 research syntheses (including meta-analyses, evidence-based reviews, and quantitative systematic reviews) focused on mathematics interventions for students with learning disabilities (LD), mathematics learning disabilities (MLD), and mathematics difficulties (MD). The purpose of the systematic review of mathematics intervention syntheses was to identify patterns and gaps in content areas, instructional strategies, effect sizes, and definitions of LD, MLD, and MD. We searched the literature for research syntheses published between 2000 and 2020 and used rigorous inclusion criteria in our literature review process. We evaluated 36 syntheses that included 836 studies with 32,495 participants. We coded each synthesis for variables across seven categories including: publication codes (authors, year, journal), inclusion and exclusion criteria, content area focus, instructional strategy focus, sample size, methodological information, and results. The mean interrater reliability across all codes using this coding protocol was 90.3%. Although each synthesis stated a focus on LD, MLD, or MD, very few students with LD or MLD were included, and authors’ operational definitions of disability and risk varied. Syntheses predominantly focused on word problem solving, fractions, computer- assisted learning, and schema-based instruction. Syntheses reported wide variation in effectiveness, content areas, and instructional strategies. Finally, our results indicate the majority of syntheses report achievement outcomes, but very few syntheses report on other outcomes (e.g., social validity, strategy use). We discuss how the results of this comprehensive review can guide researchers in expanding the knowledge base on mathematics interventions. The systematic review that results from this coding process is accepted for publication and in press at Learning Disabilities Research and Practice.

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Swetz, Frank J. Review ofRoutes of Learning: Highways, Pathways, and Byways in the History of Mathematics. Washington, DC: The MAA Mathematical Sciences Digital Library, marzec 2010. http://dx.doi.org/10.4169/loci003481.

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Yadrick, Robert M., J. W. Regian, Catherine C. Gomez i Linda Robertson-Schule. Individual and Cooperative Group Learning with User-Controlled and Program-Controlled Mathematics Tutors. Fort Belvoir, VA: Defense Technical Information Center, listopad 1995. http://dx.doi.org/10.21236/ada303591.

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