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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.
Pełny tekst źródłaAzlan, 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.
Pełny tekst źródłaMurtianto, 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.
Pełny tekst źródłaHelsa, 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.
Pełny tekst źródłaLesnussa, 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.
Pełny tekst źródłaHarper, 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.
Pełny tekst źródłaWewe, 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.
Pełny tekst źródłaHabibi, 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.
Pełny tekst źródłaYoung-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.
Pełny tekst źródłaVoigt, 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.
Pełny tekst źródłaRozprawy 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.
Pełny tekst źródłaSmith, 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.
Pełny tekst źródłaIn 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.
Pietsch, James Roderick. "Collaborative learning in mathematics". University of Sydney, 2005. http://hdl.handle.net/2123/1088.
Pełny tekst źródłaThis 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.
Potari, Despina. "Learning approaches in mathematics". Thesis, University of Edinburgh, 1987. http://hdl.handle.net/1842/12130.
Pełny tekst źródłaBuie-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.
Pełny tekst źródłaBuie-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.
Pełny tekst źródłaKilgore, Pelagia Alesafis. "Adult College Students' Perceptions about Learning Mathematics via Developmental Mathematical xMOOCs". Scholar Commons, 2018. http://scholarcommons.usf.edu/etd/7179.
Pełny tekst źródłaAljundi, 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.
Pełny tekst źródłaAlleyn, Suzanne. "Learning the language of mathematics". Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=81477.
Pełny tekst źródłaThis 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.
Perkin, Glynis. "Mathematics learning support and dyslexia". Thesis, Loughborough University, 2007. https://dspace.lboro.ac.uk/2134/8021.
Pełny tekst źródłaKsiążki na temat "Mathematics learning"
Lapointe, Archie E. Learning mathematics. Princeton, N.J: Educational Testing Service, 1992.
Znajdź pełny tekst źródłaCobb, Paul, red. Learning Mathematics. Dordrecht: Springer Netherlands, 1994. http://dx.doi.org/10.1007/978-94-017-2057-1.
Pełny tekst źródłaA, Mead Nancy, i Askew Janice M, red. Learning mathematics. Princeton, N.J: Educational Testing Service, 1992.
Znajdź pełny tekst źródłaAndrini, Beth. Cooperative learning mathematics. San Clemente, Calif: Kagan Cooperative Learning, 1998.
Znajdź pełny tekst źródłaKortenkamp, 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.
Pełny tekst źródłaBright, George W. Learning and mathematics games. Reston, VA (1906 Association Dr., Reston 22091): National Council of Teachers of Mathematics, 1985.
Znajdź pełny tekst źródłaBerry, John. Learning mathematics through DERIVE. [Bolton?]: Chartwell-Bratt, 1996.
Znajdź pełny tekst źródłaLearning to teach mathematics. London: D. Fulton, 1997.
Znajdź pełny tekst źródłaOntario. Expert Panel on Mathematics in Grades 4 to 6. Teaching and learning mathematics. [Toronto: Ministry of Education], 2004.
Znajdź pełny tekst źródłaLearning and doing mathematics. Wyd. 2. York: QED, 1999.
Znajdź pełny tekst źródłaCzęści 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.
Pełny tekst źródłaŠikić, 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.
Pełny tekst źródłaCoben, 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.
Pełny tekst źródłaAngluin, 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.
Pełny tekst źródłaDe 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.
Pełny tekst źródłaCoben, 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.
Pełny tekst źródłaDe 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.
Pełny tekst źródłaHöft, 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.
Pełny tekst źródłaSteffe, 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.
Pełny tekst źródłaConfrey, 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.
Pełny tekst źródłaStreszczenia 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.
Pełny tekst źródłaCampos, 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.
Pełny tekst źródłaVos, Ingrid M. "BLENDED LEARNING MATHEMATICS". W International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0910.
Pełny tekst źródłaDofková, 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.
Pełny tekst źródłaHartono, 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.
Pełny tekst źródłaCarrera 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.
Pełny tekst źródłaBachrata, 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.
Pełny tekst źródłaAlbano, 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.
Pełny tekst źródłaLepellere, 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.
Pełny tekst źródłaPrieto-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.
Pełny tekst źródłaRaporty 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.
Pełny tekst źródłaProkaznikova, E. N. The distance learning course «The computational mathematics». OFERNIO, grudzień 2018. http://dx.doi.org/10.12731/ofernio.2018.23530.
Pełny tekst źródłaPolgun, 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.
Pełny tekst źródłaRoschelle, 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.
Pełny tekst źródłaKhrunichev, 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.
Pełny tekst źródłaPoggio, 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.
Pełny tekst źródłaDaro, 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.
Pełny tekst źródłaNelson, 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.
Pełny tekst źródłaSwetz, 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.
Pełny tekst źródłaYadrick, 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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