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Статті в журналах з теми "Research Subject Categories – MATHEMATICS – Algebra, geometry and mathematical analysis"
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Zulfah, Zulfah, Gita Nirmala, M. Rico Fahrul, Nurul Rahma, Risa Meilani Haryanto, Yeni Agustina, Yusi Ahadna, and Agus Dermawan. "Meta Analisis: Pendekatan Realistics Mathematics Education (RME)." Jurnal Pengabdian Masyarakat dan Riset Pendidikan 1, no. 1 (September 2, 2022): 1–5. http://dx.doi.org/10.31004/jerkin.v1i1.2.
Повний текст джерелаАнотація:
This research was conducted to determine the Realistics Mathematics Education (RME) approach can be used as a solution in learning mathematics. The research method used in the form of experimental research in the form of a post test and there is a control class and an experimental class. This research method is a meta-analysis with a sample of 4 articles in national journals accredited by Sinta 3-6 with the research subject being junior high school education. The meta-analysis research shows that the effect of the Realistics Mathematics Education (RME) learning approach is effective on math skills. From the subject matter of the 4 articles analyzed, RME has more influence on the material of a two-variable linear equation system, geometry, algebra than other materials. The results showed that there was a better positive response and active learning of students using the Realistic Mathematical Education (RME) approach than those using ordinary learning, and had positive impacts such as more interactive learning, more meaningful learning and being able to understand concepts.
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Luis Santos, André, and Edson José Wharta. "PATHS TAKEN FOR MATHEMATICAL ARGUMENTATION IN THE CONSTRUCTION AND USE OF MATHEMATICAL POEMS." Journal of Interdisciplinary Debates 3, no. 04 (January 3, 2023): 144–60. http://dx.doi.org/10.51249/jid.v3i04.1070.
Повний текст джерелаАнотація:
Literary writing is the democratic form of inclusion and development of student aptitude, in which everyone can participate, it is a challenging and stimulating pedagogical activity, in addition to enhancing the development of skills and competencies for meaningful and reflective learning with Mathematics . The school is a space for this “habit-forming force, as it provides those who are directly or indirectly subjected to its influence, not so much particular and particularized thought schemes, but a general disposition that generates particular schemes capable of being applied in different contexts”. different fields of thought and action which can be called cultivated habutus”. (Bourdieu, 2005, p.211). The objective of the article is to present reports of experience of encouraging literary writing with Mathematics with students of the 9th year of Elementary School, stimulating in them the taste for reading and writing with the culture of reading more and writing better, turning to the Mathematics area. The present research also reflects on the importance of the creative didactic transposition of Mathematics contents in the school environment and emphasizes the need for teachers to be equipped to build this knowledge in an innovative and integrated way to the students’ daily lives. in a private teaching unit in Nossa Senhora da Glória, Sergipe, specifically with 9th grade students. The applied methodology is Brainstorming. This technique consists of showing that the student can create a list of ideas on a topic, pointing out everything they can think of on a given topic or subject, transporting it to the types of literary genres: poetry, short stories, chronicles, associating these categories for the universe of Mathematics such as: numbers, geometry, magnitudes and measurements, algebra and statistics. Using mathematical concepts and language for the formulation and writing of texts. Thus contributing for the student to think, do differently, lead to the fantastic world of mathematical knowledge.
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Baga, Elif. "Taqī al-Dīn al-Rasid and His Treatise on Algebra Mathematical Evaluation, Translation, and Editio Princeps." Nazariyat İslam Felsefe ve Bilim Tarihi Araştırmaları Dergisi (Journal for the History of Islamic Philosophy and Sciences) 7, no. 2 (October 15, 2021): 1–54. http://dx.doi.org/10.12658/nazariyat.7.2.m0151en.
Повний текст джерелаАнотація:
Taqī al-Dīn al-Rāṣid is one of the most important representatives of the Ottoman tradition on mathematical sciences. His research focus being on astronomy, astronomical instruments, mathematics, optics, mechanics, and physics is understood from his surviving works. Taqī al-Dīn’s establishment and management of the Istanbul Observatory, which was the first observatory in the Ottoman Empire, made him an important figure in many ways. However, despite the aforementioned importance, the mathematics he learned, taught, produced and used has been a subject for very few studies. The primary way of determining the quality and the level of a work is to look at the kind of tools used for its creation. Therefore, this article will present the edition princeps, the translation and the evaluation of Taqī al-Dīn al-Rāṣid’s treatise on algebra, al-Nisab al-mutashākila fī ʻilm al-jabr wa-l-muqābala. It will be presented in the context of the idea that revealing a scientific character and the career of scholars who stand out in mathematical sciences can be possible by analyzing their mathematical works. The nature of the science of algebra, which can be applied to any problem encountered on any subject regardless of geometry or arithmetic, makes this idea more meaningful. For the correct examination of classical mathematical works, first the original text is verified and transformed into a format that provides an easy reading, then it is to be translated into the desired language. Finally a mathematical analysis and historical evaluation are needed to explain the main structure and justification of the content of the article.
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Chen, Wenhao, Dazheng Zhang, and Yuteng Zou. "Complex number and its discovery history." Highlights in Science, Engineering and Technology 38 (March 16, 2023): 168–73. http://dx.doi.org/10.54097/hset.v38i.5802.
Повний текст джерелаАнотація:
The operations of complex numbers are the main subject of the mathematical analysis area known as complex analysis. It is also known as the theory of functions of a complex variable. The primary research topic in the field of complex analysis is holomorphic functions. These functions are defined on the complex plane, have differentiable properties, and allow for negative values. The residue theorem, the Cauchy integral formula, the Laurent series expansion, etc. are a few concepts, ideas, and methods that are commonly used in research. In particular, over the years, complex analysis in mathematics, physics, and engineering has been extensively used in algebraic geometry, fluid dynamics, quantum mechanics, and other related areas. Two Italian mathematicians, Girolamo Cardano and Raphael Bombelli, discovered complex numbers in the 16th century while attempting to solve a particular algebra, and Cauchy and Riemann extended it in the 19th century. This essay begin with investigation of arithmetic propertity of comlex numbers and then fully explores history development of complex numbers.
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Begović, Emina. "STRUCTURAL CORRELATION BETWEEN MATHEMATICS AND ART IN THE CLASSROOM EDUCATION." Research in Education and Rehabilitation 6, no. 1 (July 2023): 35–45. http://dx.doi.org/10.51558/2744-1555.2023.6.1.35.
Повний текст джерелаАнотація:
The correlation-integration system, that is, the methodological model, is based on the principle of interdisciplinarity of the sciences, so it establishes a system of intersubject connection, contrary to the traditional isolation of teaching subjects. Thismodel of teaching gives the most answers to students because it enables them to see subjects, phenomena and processes, relationships and connections between them as a part of the overall reality, that is, to structure knowledge from different subject areas into a common whole. The aim of the paper is to point out the importance of the application of structural cross-curricular correlation of certain teaching contents, i.e. to determine whether students of lower years of elementary school can connect knowledge from the field of geometry in mathematics and geometric abstraction in fine arts, in accordance with the current curriculum. Students of the third and fourth years of elementary school in the Tuzla area, in the second semester of the school year 2020/21, participated in the research. The research was conducted with a questionnaire, and the questions were divided into three categories: general data, recognition and naming of mathematical and artistic elements in the analysis of abstract works of art, andreduction of a figurative work of art to basic geometric shapes. The results of the correlation analysis showed, among other things, that children who achieved better results at the end of the previous year, achieved better results at the end of the semester in both subjects (mathematics and fine arts), and were also more successful at observing artistic and mathematical concepts in completely abstract art works. Given that a large percentage of students (65.6%) achieved exceptional achievement, it can be concluded that teachers are engaged when it comes to connecting teaching content, because students can mostly recognize artistic, compositional and mathematical elements in the analysis of abstract works of art. Key words: structural correlation, art and mathematics, geometric abstraction.
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Putri, Hafiziani Eka, Puji Rahayu, Idat Muqodas, and Mukhamad Ady Wahyudy. "The Effect of Concrete-Pictorial-Abstract (CPA) Approach on Improving Elementary School Students’ Spatial Sense Ability." Mimbar Sekolah Dasar 7, no. 1 (April 30, 2020): 16–29. http://dx.doi.org/10.17509/mimbar-sd.v7i1.19585.
Повний текст джерелаАнотація:
The spatial sense ability of elementary school students is still low. Concrete-Pictorial-Abstract (CPA) approach is considered able to improve students' spatial sense abilities. This research aims to find out the increase of spatial sense of elementary school students who learned with CPA approach and conventional learning in terms of overall students as well as categories of high, medium, and low Mathematical Prior Ability (MPA). This research uses a quasi-experimental method with pretest and posttest control design in Mathematics subject with the topic of 3D geometry for 131 fifth grade elementary school students in Kotabaru District, Karawang Regency and Cipeundeuy District, Subang Regency. This research was conducted by dividing the students into two groups, namely students who received learning using CPA approach as the experimental group and students who received conventional learning as the control group. Descriptive analysis and inferential analysis results showed that there was an increase of spatial sense in students who learned with CPA approach, which was better than students who received conventional learning. Thus, learning using the CPA approach can improve and develop spatial sense abilities of elementary school students.
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Sala-Sebastià, Gemma, Adriana Breda, María José Seckel, Danyal Farsani, and Àngel Alsina. "Didactic–Mathematical–Computational Knowledge of Future Teachers When Solving and Designing Robotics Problems." Axioms 12, no. 2 (January 26, 2023): 119. http://dx.doi.org/10.3390/axioms12020119.
Повний текст джерелаАнотація:
The social, scientific and technological development of recent years has encouraged the incorporation of computational thinking in the school curriculum of various countries progressively, starting from early childhood education. This research aims to characterize future kindergarten teachers’ traits of didactic-mathematical and computational knowledge presented when solving and posing robotics problems. Firstly, aspects of the mathematical and computational knowledge of the participants (97 students of the subject of Didactics of Mathematics of the Degree in Early Childhood Education at a Spanish university) were identified when they solved problems as users of the Blue-Bot didactic robot. Secondly, we analyzed their justifications for reflecting on the design of robotics problems. The results indicate that future teachers present characteristics of didactic-mathematical knowledge when solving and designing robotics problems, although errors and ambiguities are evident, especially in the procedures and representations of the programming. These shortcomings significantly influence the didactic suitability of the robotics problems they design. From a future perspective, in the training of future teachers, it is considered relevant to incorporate didactic-mathematical and computational knowledge that allows them to develop logical, spatial and computational thinking.
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DEMİR, Gülsüm, and Munise SECKIN-KAPUCU. "Ethnomathematics Approaches at Middle School Textbooks." Osmangazi Journal of Educational Research, August 7, 2023. http://dx.doi.org/10.59409/ojer.1269449.
Повний текст джерелаАнотація:
In this research, Middle School Mathematics Curriculum and Middle School Mathematics Textbooks were examined in terms of ethnomathematics approach. Answers were sought to the questions of 'how is it related to culture?' within the subject of acquisitions, content (lecture), learning-teaching process (activities) and evaluation (questions) in the books prepared within the scope of the Middle School Mathematics Curriculum implemented in Türkiye. In this study, document analysis -which is a qualitative research method, was conducted. Examples of mathematical tasks suitable for these achievements were examined in the textbooks of all Middle school grades (5-8th grades) published by the Ministry of National Education, which were prepared in accordance with the Mathematics Curriculum (5-8th Grade) published in 2018 and the curriculum. The examinations were made in the context of the relationship between acquisitions, content, learning-teaching process and evaluation with culture. Considering these four titles, only two acquisitions were associated with culture in the Mathematics Middle School Curriculum, which includes a total of 52 acquisitions in the sources examined. When the textbooks are examined in terms of content, activity and evaluation, it is seen that culture is emphasized in subjects such as Numbers and Operations, Geometry and Measurement, Algebra, Data Processing as a field of learning. The emphasis on culture in terms of content and learning-teaching process is equal when examined of these two titles. Association with culture is rare (with 6 question) in the evaluation part.
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Defant, Colin, and Sam Hopkins. "Symmetry of Narayana Numbers and Rowvacuation of Root Posets." Forum of Mathematics, Sigma 9 (2021). http://dx.doi.org/10.1017/fms.2021.47.
Повний текст джерелаАнотація:
Abstract For a Weyl group W of rank r, the W-Catalan number is the number of antichains of the poset of positive roots, and the W-Narayana numbers refine the W-Catalan number by keeping track of the cardinalities of these antichains. The W-Narayana numbers are symmetric – that is, the number of antichains of cardinality k is the same as the number of cardinality $r-k$ . However, this symmetry is far from obvious. Panyushev posed the problem of defining an involution on root poset antichains that exhibits the symmetry of the W-Narayana numbers. Rowmotion and rowvacuation are two related operators, defined as compositions of toggles, that give a dihedral action on the set of antichains of any ranked poset. Rowmotion acting on root posets has been the subject of a significant amount of research in the recent past. We prove that for the root posets of classical types, rowvacuation is Panyushev’s desired involution.
Дисертації з теми "Research Subject Categories – MATHEMATICS – Algebra, geometry and mathematical analysis"
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Flores, Flores David. "Una introducción a las ecuaciones diferenciales fraccionarias." Tesis de Licenciatura, Universidad Autónoma del Estado de México, 2019. http://hdl.handle.net/20.500.11799/105622.
Повний текст джерелаАнотація:
En los cursos básicos de licenciatura se estudian algunos métodos de derivación e integración. Hemos expresado a las primeras derivadas como dnf/dxn , donde a n lo hemos tomado como un número natural. También se clasifican y resuelven ecuaciones diferenciales ordinarias donde involucrábamos un operador ordinario d/dx aplicado a una
función, y buscando las soluciones de ésta.
Se plantean las preguntas: ¿Qué significado tendría dnf/dxn donde n es una fracción? Mas aun, ¿tendría sentido pensar algo como dvy/dxv − y = f(x), donde v es una
fracción? Como podemos ver, esto ya incluye un operador que llamaremos fraccionario.
Para esto, usaremos un poco de la teoría que se ha ido desarrollando, utilizando algunos
conceptos a los que nos referiremos como cálculo fraccionario.
Nos enfocaremos principalmente en ecuaciones diferenciales fraccionarias lineales, para las cuales trataremos de buscar métodos para encontrar las soluciones. Se realizarán
observaciones y desarrollos análogos a la teoría de ecuaciones diferenciales ordinarias, involucrando operadores fraccionarios.