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Sample records for technology-rich mathematical tasks

  1. Enhancing Mathematical Learning in a Technology-Rich Environment

    Science.gov (United States)

    Suh, Jennifer M.; Johnston, Christopher J.; Douds, Joshua

    2008-01-01

    This article describes teachers working collaboratively to plan mathematics lessons in a technology-rich environment. Addressing the needs of their diverse students, in particular, English Language Learners and students with special needs, the authors discuss how a technology-rich learning environment influences critical features of the classroom.…

  2. Preparing Mathematics Teachers for Technology-Rich Environments

    Science.gov (United States)

    Sturdivant, Rodney X.; Dunham, Penelope; Jardine, Richard

    2009-01-01

    This article describes key elements for faculty development programs to prepare mathematics teachers for technology-rich environments. We offer practical examples from our experiences in teaching mathematics with technology and in teaching others to incorporate technology-based pedagogies. We address challenges faced by faculty using technology,…

  3. Reflections on a Technology-Rich Mathematics Classroom

    Science.gov (United States)

    Hodges, Thomas E.; Conner, Elizabeth

    2011-01-01

    Integrating technology into the mathematics classroom means more than just new teaching tools--it is an opportunity to redefine what it means to teach and learn mathematics. Yet deciding when a particular form of technology may be appropriate for a specific mathematics topic can be difficult. Such decisions center on what is commonly being…

  4. Marina's Fish Shop: A Mathematically- and Technologically-Rich Lesson

    Science.gov (United States)

    Wander, Roger; Pierce, Robyn

    2009-01-01

    In early 2008 researchers from the University of Melbourne's "New Technologies for Teaching Mathematics" project created a lesson for the Year 10 students at their Victorian research schools. Two important goals of secondary school mathematics education are to build students' conceptual knowledge and to teach students to think…

  5. Mathematics for Gifted Students in an Arts- and Technology-Rich Setting

    Science.gov (United States)

    Gadanidis, George; Hughes, Janette; Cordy, Michelle

    2011-01-01

    In this paper we report on a study of a short-term mathematics program for grade 7-8 gifted students that integrated open-ended mathematics tasks with the arts (poetry and drama) and with technology. The program was offered partially online and partially in a classroom setting. The study sought to investigate (a) students' perceptions of their…

  6. Integrating science, mathematics and technology in middle school technology-rich environments: A study of implementation and change

    OpenAIRE

    James, Robert K.; Lamb, Charles E.; Householder, Dan L.; Bailey, Melynda A.

    2000-01-01

    The GTECH project, funded through a grant from the GTE Foundation, prepared school teams of science, mathematics and technology teachers and an administrator to set goals for their local schools regarding implementation of electronic technology and integration of content across curricular areas. A variety of teacher-centered staff development strategies were used to enable participants to achieve local school objectives, model and encourage active learning environments involving technology, d...

  7. The Role of Tasks in Developing Communities of Mathematical Inquiry.

    Science.gov (United States)

    Peressini, Dominic; Knuth, Eric

    2000-01-01

    Examines the nature of mathematically rich tasks and varied ways in which students respond to these tasks. Explores approaches for using such tasks to foster inquiry that engages children in mathematical practice. (Contains 16 references.) (ASK)

  8. Middle School Teachers' Views and Approaches to Implement Mathematical Tasks

    Science.gov (United States)

    Yesildere-Imre, Sibel; Basturk-Sahin, Burcu Nur

    2016-01-01

    This research examines middle school mathematics teachers' views regarding implementation of mathematical tasks and their enactments. We compare their views on tasks and their implementation, and determine the causes of difference between the two using qualitative research methods. We interview sixteen middle school mathematics teachers based on…

  9. Designing Prediction Tasks in a Mathematics Software Environment

    Science.gov (United States)

    Brunström, Mats; Fahlgren, Maria

    2015-01-01

    There is a recognised need in mathematics teaching for new kinds of tasks which exploit the affordances provided by new technology. This paper focuses on the design of prediction tasks to foster student reasoning about exponential functions in a mathematics software environment. It draws on the first iteration of a design based research study…

  10. Analyzing Tasks to Promote Equity in Secondary Mathematics Teacher Education

    Science.gov (United States)

    Mintos, Alexia

    2017-01-01

    The purpose of this study is to understand characteristics and outcomes of instructional tasks used to support preservice secondary mathematics teachers (PSMTs) in learning about equity in secondary mathematics methods courses. This study focuses on five instructional tasks from four purposefully chosen teacher education programs. These activities…

  11. Tasks that May Occasion Mathematical Creativity: Teachers' Choices

    Science.gov (United States)

    Levenson, Esther

    2013-01-01

    Promoting mathematical creativity is one of the aims of mathematics education. This study investigates the tasks teachers chose when their aim was to occasion mathematical creativity in the classroom. Five cases are described in depth, and general trends found among these cases as well as in additional data are discussed. Findings indicated that…

  12. Mathematical literacy teachers' engagement with contextual tasks ...

    African Journals Online (AJOL)

    ... Certificate in Education (ACE) programme. The purpose of the qualitative study was to identify and describe the teachers' varying levels of engagement with mathematics tools and resources. The teachers were given questions based on financial mathematics as part of a routine assessment, including questions based on ...

  13. GENERAL TASKS OF MATHEMATICAL EDUCATION DEVELOPMENT

    Directory of Open Access Journals (Sweden)

    V. A. Testov

    2014-01-01

    Full Text Available The paper discusses basic implementation aspects of the Mathematical Education Development Concept, adopted by the Russian Government in 2013. According to the above document, the main problems of mathematical education include: low motivation of secondary and higher school students for studying the discipline, resulted from underestimation of mathematical knowledge; and outdated educational content, overloaded by technical elements. In the author’s opinion, a number of important new mathematical fields, developed over the last years, - the graph theory, discrete mathematics, encoding theory, fractal geometry, etc – have a large methodological and applied educational potential. However, these new subdisciplines have very little representation both in the secondary and higher school mathematical curricula. As a solution for overcoming the gap between the latest scientific achievements and pedagogical practices, the author recommends integration of the above mentioned mathematical disciplines in educational curricula instead of some outdated technical issues. In conclusion, the paper emphasizes the need for qualified mathematical teachers’ training for solving the problems of students’ motivation development and content updates.

  14. Financial Mathematical Tasks in a Middle School Mathematics Textbook Series: A Content Analysis

    Science.gov (United States)

    Hamburg, Maryanna P.

    2009-01-01

    This content analysis examined the distribution of financial mathematical tasks (FMTs), mathematical tasks that contain financial terminology and require financially related solutions, across the National Standards in K-12 Personal Finance Education categories (JumpStart Coalition, 2007), the thinking skills as identified by "A Taxonomy for…

  15. The Effect of Explanations on Mathematical Reasoning Tasks

    Science.gov (United States)

    Norqvist, Mathias

    2018-01-01

    Studies in mathematics education often point to the necessity for students to engage in more cognitively demanding activities than just solving tasks by applying given solution methods. Previous studies have shown that students that engage in creative mathematically founded reasoning to construct a solution method, perform significantly better in…

  16. Non-Mathematics Students' Reasoning in Calculus Tasks

    Science.gov (United States)

    Jukic Matic, Ljerka

    2015-01-01

    This paper investigates the reasoning of first year non-mathematics students in non-routine calculus tasks. The students in this study were accustomed to imitative reasoning from their primary and secondary education. In order to move from imitative reasoning toward more creative reasoning, non-routine tasks were implemented as an explicit part of…

  17. CLASS Challenging Tasks: Using Cognitive Load Theory to Inform the Design of Challenging Mathematical Tasks

    Science.gov (United States)

    Russo, James; Hopkins, Sarah

    2017-01-01

    This paper outlines a seven-step process for developing problem-solving tasks informed by cognitive load theory. Through an example of a task developed for Year 2 students, we show how this approach can be used to produce challenging mathematical tasks that aim to optimise cognitive load for each student.

  18. Task Analysis in Instructional Design: Some Cases from Mathematics.

    Science.gov (United States)

    Resnick, Lauren B.

    Task analysis as a tool in the design of instruction is the subject of this paper. Some of the major historical approaches (associationist/behaviorist, gestalt, and Piagetian) are described using examples from mathematics. The usefulness of these approaches to instructional design is evaluated on the basis of four criteria: instructional…

  19. Factors Considered by Elementary Teachers When Developing and Modifying Mathematical Tasks to Support Children's Mathematical Thinking

    Science.gov (United States)

    Fredenberg, Michael Duane

    The idea that problems and tasks play a pivotal role in a mathematics lesson has a long standing in mathematics education research. Recent calls for teaching reform appeal for training teachers to better understand how students learn mathematics and to employ students' mathematical thinking as the basis for pedagogy (CCSSM, 2010; NCTM, 2000; NRC 1999). The teaching practices of (a) developing a task for a mathematics lesson and, (b) modifying the task for students while enacting the lesson fit within the scope of supporting students' mathematical thinking. Surprisingly, an extensive search of the literature did not yield any research aimed to identify and refine the constituent parts of the aforementioned teaching practices in the manner called for by Grossman and xiii colleagues (2009). Consequently, my research addresses the two questions: (a) what factors do exemplary elementary teachers consider when developing a task for a mathematics lesson? (b) what factors do they consider when they modify a task for a student when enacting a lesson? I conducted a multiple case study involving three elementary teachers, each with extensive training in the area of Cognitively Guided Instruction (CGI), as well as several years experience teaching mathematics following the principles of CGI (Carpenter et al., 1999). I recorded video of three mathematics lessons with each participant and after each lesson I conducted a semi-structured stimulated recall interview. A subsequent follow-up clinical interview was conducted soon thereafter to further explore the teacher's thoughts (Ginsberg, 1997). In addition, my methodology included interjecting myself at select times during a lesson to ask the teacher to explain her reasoning. Qualitative analysis led to a framework that identified four categories of influencing factors and seven categories of supporting objectives for the development of a task. Subsets of these factors and objectives emerged as particularly relevant when the

  20. Effects of Variations in Task Design on Mathematics Teachers' Learning Experiences: A Case of a Sorting Task

    Science.gov (United States)

    Koichu, Boris; Zaslavsky, Orit; Dolev, Lea

    2016-01-01

    The goal of the study presented in this article was to examine how variations in task design may affect mathematics teachers' learning experiences. The study focuses on sorting tasks, i.e., learning tasks that require grouping a given set of mathematical items, in as many ways as possible, according to different criteria suggested by the learners.…

  1. Children's construction task performance and spatial ability: controlling task complexity and predicting mathematics performance.

    Science.gov (United States)

    Richardson, Miles; Hunt, Thomas E; Richardson, Cassandra

    2014-12-01

    This paper presents a methodology to control construction task complexity and examined the relationships between construction performance and spatial and mathematical abilities in children. The study included three groups of children (N = 96); ages 7-8, 10-11, and 13-14 years. Each group constructed seven pre-specified objects. The study replicated and extended previous findings that indicated that the extent of component symmetry and variety, and the number of components for each object and available for selection, significantly predicted construction task difficulty. Results showed that this methodology is a valid and reliable technique for assessing and predicting construction play task difficulty. Furthermore, construction play performance predicted mathematical attainment independently of spatial ability.

  2. [Influence of music on a decision of mathematical logic tasks].

    Science.gov (United States)

    Pavlygina, R A; Karamysheva, N N; Sakharov, D S; Davydov, V I

    2012-01-01

    Accompaniment of a decision of mathematical logical tasks by music (different style and power) influenced on the time of the decision. Classical music 35 and 65 dB and roc-music 65 and 85 dB decreased the time of the decision. More powerful classical music (85 dB) did not effect like that. The decision without the musical accompaniment led to increasing of coherent values especially in beta1, beta2, gamma frequency ranges in EEG of occipital cortex. The intrahemispheric and the interhemispheric coherences of frontal EEG increased and EEG asymmetry (in a number of Coh-connections in left and right hemispheres) arose during the tasks decision accompanied by music. Application of classical music 35 and 65 dB caused left-side asymmetry in EEG. Using of more powerful classical or rock music led to prevalence of quantity of Coh-connections in a right hemisphere.

  3. Snapshots of mathematics teacher noticing during task design

    Science.gov (United States)

    Choy, Ban Heng

    2016-09-01

    Designing a mathematically worthwhile task is critical for promoting students' reasoning. To improve task design skills, teachers often engage in collaborative lesson planning activities such as lesson study. However, to learn from the process of lesson study, it is important for teachers to notice productively the concepts, students' confusion and the design of the task. But what researchers mean by productive noticing varies. In this article, I present the FOCUS Framework which highlights two characteristics of productive noticing: having an explicit focus for noticing and focusing noticing through pedagogical reasoning. Using these two characteristics, I develop snapshots of noticing as a representation of practice to present a fine-grained analysis of teacher noticing. Through vignettes of teachers discussing the design of a task to teach fractions, I illustrate how two teachers' noticing can be analysed and represented using snapshots of noticing. To conclude, I highlight what snapshots of noticing tell us about a teacher's noticing and suggest ways to use these snapshots in future studies of noticing.

  4. The effect of high versus low guidance structured tasks on mathematical creativity

    OpenAIRE

    Palha, Sonia; Schuitema, Jaap; Van Boxtel, Carla; Peetsma, Thea

    2015-01-01

    International audience; To engage in challenging tasks, students need to feel some autonomy and competence. Providing structure within the task can help to meet these needs. This study investigates the influence of structure within a modelling task on mathematical creativity among 79 eleventh grade groups of students. Two versions of the task were developed and the groups were randomly assigned within their classroom to one of these. The analysis explored: (i) the level of mathematical creati...

  5. Mathematical tasks, study approaches, and course grades in undergraduate mathematics: a year-by-year analysis

    Science.gov (United States)

    Maciejewski, Wes; Merchant, Sandra

    2016-04-01

    Students approach learning in different ways, depending on the experienced learning situation. A deep approach is geared toward long-term retention and conceptual change while a surface approach focuses on quickly acquiring knowledge for immediate use. These approaches ultimately affect the students' academic outcomes. This study takes a cross-sectional look at the approaches to learning used by students from courses across all four years of undergraduate mathematics and analyses how these relate to the students' grades. We find that deep learning correlates with grade in the first year and not in the upper years. Surficial learning has no correlation with grades in the first year and a strong negative correlation with grades in the upper years. Using Bloom's taxonomy, we argue that the nature of the tasks given to students is fundamentally different in lower and upper year courses. We find that first-year courses emphasize tasks that require only low-level cognitive processes. Upper year courses require higher level processes but, surprisingly, have a simultaneous greater emphasis on recall and understanding. These observations explain the differences in correlations between approaches to learning and course grades. We conclude with some concerns about the disconnect between first year and upper year mathematics courses and the effect this may have on students.

  6. Mathematical Tasks and the Student: Navigating "Tensions of Intentions" between Designers, Teachers, and Students

    Science.gov (United States)

    Johnson, Heather Lynn; Coles, Alf; Clarke, David

    2017-01-01

    We articulate a student perspective on task design in mathematics education, foregrounding a dynamic relationship between intentions of task designers, teachers, and students. First, we characterize a student perspective on task design. Second, we provide theoretical perspectives that we use as tools to account for different facets of task design…

  7. Adolescent-Perceived Parent and Teacher Overestimation of Mathematics Ability: Developmental Implications for Students' Mathematics Task Values

    Science.gov (United States)

    Gniewosz, Burkhard; Watt, Helen M. G.

    2017-01-01

    This study examines whether and how student-perceived parents' and teachers' overestimation of students' own perceived mathematical ability can explain trajectories for adolescents' mathematical task values (intrinsic and utility) controlling for measured achievement, following expectancy-value and self-determination theories. Longitudinal data…

  8. Developing PISA-"Like" Mathematics Task with Indonesia Natural and Cultural Heritage as Context to Assess Students Mathematical Literacy

    Science.gov (United States)

    Oktiningrum, Wuli; Zulkardi; Hartono, Yusuf

    2016-01-01

    The aim of this research is produce a set of PISA-like mathematics task with Indonesia natural and cultural heritage as context which are valid, practical, to assess students' mathematics literacy. This is design research using type of development research with formative evaluation. A total of 20 students of SMP Negeri 1 Palembang. Beside, 10…

  9. Integrating the Use of Interdisciplinary Learning Activity Task in Creating Students' Mathematical Knowledge

    Science.gov (United States)

    Mahanin, Hajah Umisuzimah Haji; Shahrill, Masitah; Tan, Abby; Mahadi, Mar Aswandi

    2017-01-01

    This study investigated the use of interdisciplinary learning activity task to construct students' knowledge in Mathematics, specifically on the topic of scale drawing application. The learning activity task involved more than one academic discipline, which is Mathematics, English Language, Art, Geography and integrating the Brunei Darussalam…

  10. Cognitive Activities in Solving Mathematical Tasks: The Role of a Cognitive Obstacle

    Science.gov (United States)

    Antonijevic, Radovan

    2016-01-01

    In the process of learning mathematics, students practice various forms of thinking activities aimed to substantially contribute to the development of their different cognitive structures. In this paper, the subject matter is a "cognitive obstacle", a phenomenon that occurs in the procedures of solving mathematical tasks. Each task in…

  11. Mathematical Tasks without Words and Word Problems: Perceptions of Reluctant Problem Solvers

    Science.gov (United States)

    Holbert, Sydney Margaret

    2013-01-01

    This qualitative research study used a multiple, holistic case study approach (Yin, 2009) to explore the perceptions of reluctant problem solvers related to mathematical tasks without words and word problems. Participants were given a choice of working a mathematical task without words or a word problem during four problem-solving sessions. Data…

  12. Investigating Task Design, Classroom Culture and Mathematics Learning: An Enactivist Approach

    Science.gov (United States)

    Lozano, Maria-Dolores

    2017-01-01

    In this paper I introduce a methodological approach that can be useful for investigating relationships between mathematics tasks, mathematical classroom cultures and mathematics learning. This proposal responds to a need, identified in the literature, for "further research which uses alternative methods to understand student perspectives more…

  13. An Analysis of Problem-Posing Tasks in Chinese and US Elementary Mathematics Textbooks

    Science.gov (United States)

    Cai, Jinfa; Jiang, Chunlian

    2017-01-01

    This paper reports on 2 studies that examine how mathematical problem posing is integrated in Chinese and US elementary mathematics textbooks. Study 1 involved a historical analysis of the problem-posing (PP) tasks in 3 editions of the most widely used elementary mathematics textbook series published by People's Education Press in China over 3…

  14. Pattern problem solving tasks as a mean to foster creativity in mathematics

    OpenAIRE

    Vale, Isabel; Pimentel, Teresa; Cabrita, Isabel; Barbosa, Ana; Fonseca, Lina

    2012-01-01

    In this report we explore the implications of some challenging pattern problem solving tasks in the development of mathematical ability and creativity of students (future teachers). Solving challenging tasks usually requires creative thinking and our recent work in a project about patterns in the teaching and learning of mathematics showed that patterns can give a positive contribution to the development of mathematical ability and creativity for all students. So our main concern is to analyz...

  15. ASSESSING SEVENTH GRADERS’ MATHEMATICAL LITERACY IN SOLVING PISA-LIKE TASKS

    Directory of Open Access Journals (Sweden)

    Andi Harpeni Dewantara

    2015-07-01

    Full Text Available This  design research type development study aims at producing a set of PISA-like mathematics task which is valid and practical as well as has the potential effects. Then, activation of fundamental mathematical capabilities underlying mathematical process related to the mathematical literacy as the main potential effect of the developed PISA-like tasks would be the focus on this paper. The subject of this study were 28 seven graders of SMP Negeri 1 Palembang involved in field test. Data collecting techniques used were students’ test result and interviews. Overall findings indicate that 10 items of PISA-like mathematics task developed potentially promote students’ mathematical literacy within three mathematical processes. The result also shows that the highest percentage of students’achievement was on the interpreting tasks (52.55%. While achievement for employ and formulate tasks were 40.74% and 39.63% respectively.Keywords: PISA-like problems, mathematical literacy, mathematical process, fundamental mathematical capabilites DOI: dx.doi.org/10.22342/jme.72.117

  16. DEVELOPING PISA-LIKE MATHEMATICS TASK WITH INDONESIA NATURAL AND CULTURAL HERITAGE AS CONTEXT TO ASSESS STUDENTS MATHEMATICAL LITERACY

    Directory of Open Access Journals (Sweden)

    Wuli Oktiningrum

    2016-01-01

    Full Text Available The aim of this research is produce a set of PISA-like mathematics task with Indonesia natural and cultural heritage as context which are valid, practical, to assess students’ mathematics literacy. This is design research using type of development research with formative evaluation. A total of 20 students of SMP Negeri 1 Palembang. Beside, 10 experts were involved in this research to assess the feasibility of prototyping in terms of content, context and language. Walk through, documentation, questionnaire, test result, and interviews are way to collect the data. This research produced a PISA-like math task is as many 12 category of content, context, and process valid, practical and has potential effect. The validity came empirical evaluation of validation and reliability testing during small group. From the field test, we conclude that the tasks also potentially effect to the students’ mathematical literacy in activating the indicators of each Fundamental Mathematical Capabilities.

  17. Adolescent-perceived parent and teacher overestimation of mathematics ability: Developmental implications for students' mathematics task values.

    Science.gov (United States)

    Gniewosz, Burkhard; Watt, Helen M G

    2017-07-01

    This study examines whether and how student-perceived parents' and teachers' overestimation of students' own perceived mathematical ability can explain trajectories for adolescents' mathematical task values (intrinsic and utility) controlling for measured achievement, following expectancy-value and self-determination theories. Longitudinal data come from a 3-cohort (mean ages 13.25, 12.36, and 14.41 years; Grades 7-10), 4-wave data set of 1,271 Australian secondary school students. Longitudinal structural equation models revealed positive effects of student-perceived overestimation of math ability by parents and teachers on students' intrinsic and utility math task values development. Perceived parental overestimations predicted intrinsic task value changes between all measurement occasions, whereas utility task value changes only were predicted between Grades 9 and 10. Parental influences were stronger for intrinsic than utility task values. Teacher influences were similar for both forms of task values and commenced after the curricular school transition in Grade 8. Results support the assumptions that the perceived encouragement conveyed by student-perceived mathematical ability beliefs of parents and teachers, promote positive mathematics task values development. Moreover, results point to different mechanisms underlying parents' and teachers' support. Finally, the longitudinal changes indicate transition-related increases in the effects of student-perceived overestimations and stronger effects for intrinsic than utility values. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  18. Entering into dialogue about the mathematical value of contextual mathematising tasks

    Science.gov (United States)

    Yoon, Caroline; Chin, Sze Looi; Moala, John Griffith; Choy, Ban Heng

    2018-03-01

    Our project seeks to draw attention to the rich mathematical thinking that is generated when students work on contextual mathematising tasks. We use a design-based research approach to create ways of reporting that raise the visibility of this rich mathematical thinking while retaining and respecting its complexity. These reports will be aimed for three classroom stakeholders: (1) students, who wish to reflect on and enhance their mathematical learning; (2) teachers, who wish to integrate contextual mathematising tasks into their teaching practice and (3) researchers, who seek rich tasks for generating observable instances of mathematical thinking and learning. We anticipate that these reports and the underlying theoretical framework for creating them will contribute to greater awareness of and appreciation for the mathematical value of contextual mathematising tasks in learning, teaching and research.

  19. Entering into dialogue about the mathematical value of contextual mathematising tasks

    Science.gov (United States)

    Yoon, Caroline; Chin, Sze Looi; Moala, John Griffith; Choy, Ban Heng

    2017-06-01

    Our project seeks to draw attention to the rich mathematical thinking that is generated when students work on contextual mathematising tasks. We use a design-based research approach to create ways of reporting that raise the visibility of this rich mathematical thinking while retaining and respecting its complexity. These reports will be aimed for three classroom stakeholders: (1) students, who wish to reflect on and enhance their mathematical learning; (2) teachers, who wish to integrate contextual mathematising tasks into their teaching practice and (3) researchers, who seek rich tasks for generating observable instances of mathematical thinking and learning. We anticipate that these reports and the underlying theoretical framework for creating them will contribute to greater awareness of and appreciation for the mathematical value of contextual mathematising tasks in learning, teaching and research.

  20. Designing PISA-Like Mathematics Tasks In Indonesia: Experiences and Challenges

    Science.gov (United States)

    Zulkardi, Z.; Kohar, A. W.

    2018-01-01

    The insignificant improvement of Indonesian students in PISA mathematics survey triggered researchers in Indonesia to develop PISA-like mathematics tasks. Some development studies have been conducted to produce valid and practical PISA-like problems that potentially effect on improving students’ mathematical literacy. This article describes the experiences of Indonesian task designers in developing PISA-like mathematics tasks as well as the potential future studies regarding to mathematical literacy as challenges for policy makers, researchers, and practitioners to improve students’ mathematical literacy in Indonesia. The results of this research indicate the task designers to consider domains of PISA like: context, mathematical content, and process as the first profiles of their missions. Our analysis shows that the designers mostly experienced difficulties regarding to the authenticity of context use and language structure. Interestingly, many of them used a variety of local wisdom in Indonesia as contexts for designing PISA-like tasks. In addition, the products developed were reported to be potentially effects on students’ interest and elicit students’ mathematical competencies as mentioned in PISA framework. Finally, this paper discusses future studies such as issues in bringing PISA task into an instructional practice.

  1. DEVELOPING PISA-LIKE MATHEMATICS TASK WITH INDONESIA NATURAL AND CULTURAL HERITAGE AS CONTEXT TO ASSESS STUDENTS MATHEMATICAL LITERACY

    Directory of Open Access Journals (Sweden)

    Wuli Oktiningrum

    2016-01-01

    Full Text Available The aim of this research is produce a set of PISA-like mathematics task with Indonesia natural and cultural heritage as context which are valid, practical, to assess students’ mathematics literacy. This is design research using type of development research with formative evaluation. A total of 20 students of SMP Negeri 1 Palembang. Beside, 10 experts were involved in this research to assess the feasibility of prototyping in terms of content, context and language. Walk through, documentation, questionnaire, test result, and interviews are way to collect the data. This research produced a PISA-like math task is as many 12 category of content, context, and process valid, practical and has potential effect. The validity came empirical evaluation of validation and reliability testing during small group. From the field test, we conclude that the tasks also potentially effect to the students’ mathematical literacy in activating the indicators of each Fundamental Mathematical Capabilities.Keywords: development research, PISA task, mathematics literacy, fundamental mathematical capabilities DOI: http://dx.doi.org/10.22342/jme.7.1.2812.1-8

  2. Developing Mathematical Fluency: Comparing Exercises and Rich Tasks

    Science.gov (United States)

    Foster, Colin

    2018-01-01

    Achieving fluency in important mathematical procedures is fundamental to students' mathematical development. The usual way to develop procedural fluency is to practise repetitive exercises, but is this the only effective way? This paper reports three quasi-experimental studies carried out in a total of 11 secondary schools involving altogether 528…

  3. Connections between Secondary Mathematics Teachers' Beliefs and Their Selection of Tasks for English Language Learners

    Science.gov (United States)

    de Araujo, Zandra

    2017-01-01

    The tasks teachers select impact students' opportunities to learn mathematics and teachers' beliefs influence their choice of tasks. Through the qualitative analysis of surveys, interviews and classroom artefacts from three secondary mathematics teachers, this study examined teachers' selection of mathematics tasks for English language learners…

  4. From geometry to algebra and vice versa: Realistic mathematics education principles for analyzing geometry tasks

    Science.gov (United States)

    Jupri, Al

    2017-04-01

    In this article we address how Realistic Mathematics Education (RME) principles, including the intertwinement and the reality principles, are used to analyze geometry tasks. To do so, we carried out three phases of a small-scale study. First we analyzed four geometry problems - considered as tasks inviting the use of problem solving and reasoning skills - theoretically in the light of the RME principles. Second, we tested two problems to 31 undergraduate students of mathematics education program and other two problems to 16 master students of primary mathematics education program. Finally, we analyzed student written work and compared these empirical to the theoretical results. We found that there are discrepancies between what we expected theoretically and what occurred empirically in terms of mathematization and of intertwinement of mathematical concepts from geometry to algebra and vice versa. We conclude that the RME principles provide a fruitful framework for analyzing geometry tasks that, for instance, are intended for assessing student problem solving and reasoning skills.

  5. MATHEMATICAL BASES DECISION OF OLYMPIAD TASKS FROM INFORMATICS ON SITE E-OLIMP

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    T.A. Vakalyuk

    2010-08-01

    Full Text Available In the article a new section is examined on a portal from the sporting programming of e-olimp, namely mathematical bases during uniting of olympiads them tasks from an informatics.

  6. Constructing knowledge for teaching secondary mathematics tasks to enhance prospective and practicing teacher learning

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    Zaslavsky, Orit

    2010-01-01

    This book offers a unifed approach to tasks used in the education of secondary mathematics teachers, based on broad goals such as adaptability, identifying similarities, productive disposition, overcoming barriers, micro simulations, choosing tools, and more.

  7. The Students' Procedural Fluency and Written-Mathematical Explanation on Constructed Response Tasks in Physics

    Science.gov (United States)

    Bautista, Romiro G.

    2013-01-01

    This study was designed to analyze the procedural fluency and written-mathematical explanation to select constructed response tasks of students in Thermodynamics problems. The study made use of 2 sections, composed of 26 students, in University Physics 1 to conclude on the research problem. It made use of the assumption that mathematical and…

  8. What Mathematics Teachers Say about the Teaching Strategies in the Implementation of Tasks

    Science.gov (United States)

    Enríquez, Jakeline Amparo Villota; de Oliveira, Andréia María Pereira; Valencia, Heriberto González

    2018-01-01

    In this article we will discuss, through the explanations given by teachers who teach Mathematics, the importance of using teaching strategies in the implementation of tasks. Teachers who participated in it belong to the group "Observatory Mathematics Education" (OME-Bahia). This study was framed in a qualitative approach and data were…

  9. Construction of Tasks in Order to Develop and Promote Classroom Communication in Mathematics

    Science.gov (United States)

    Olteanu, Lucian

    2015-01-01

    In this article, the focus is on task construction and the importance of this process to develop and promote classroom communication in mathematics. The students' tests, examination of students' mathematical work, the teachers' lesson plans, and reports of the lessons' instructions are the basic data for this article. The analysis indicated that…

  10. Intra-Mathematical Connections Made by High School Students in Performing Calculus Tasks

    Science.gov (United States)

    García-García, Javier; Dolores-Flores, Crisólogo

    2018-01-01

    In this article, we report the results of research that explores the intra-mathematical connections that high school students make when they solve Calculus tasks, in particular those involving the derivative and the integral. We consider mathematical connections as a cognitive process through which a person relates or associates two or more ideas,…

  11. USING TASK LIKE PISA’S PROBLEM TO SUPPORT STUDENT’S CREATIVITY IN MATHEMATICS

    Directory of Open Access Journals (Sweden)

    Rita Novita

    2016-01-01

    Full Text Available Creativity is one of keys to success in the evolving global economy and also be a fundamental skill that is absolutely necessary in the 21st century. Also In mathematics, creativity or thinking creatively is important to be developed because creativity is an integral part of mathematics. However, limiting the use of creativity in the classroom reduces mathematics to a set of skills to master and rules to memorize. Doing so causes many children’s natural curiosity and enthusiasm for mathematics to disappear as they get older, creating a tremendous problem for mathematics educators who are trying to instil these very qualities. In order to investigate the increase in awareness of elementary school students’ creativity in solving mathematics’ problems by using task like PISA’s Question, a qualitative research emphasizing on holistic description was conducted. We used a formative evaluation type of development research as a mean to develop mathematical tasks like PISA’s question that have potential effect to support students’ creativity in mathematics. Ten elementary school students of grade 6 in Palembang were involved in this research. They judged the task given for them is very challenging and provokes their curiosity. The result showed that task like PISA’s question can encourage students to more creatively in mathematics.

  12. Adapting the mathematical task framework to design online didactic objects

    Science.gov (United States)

    Bowers, Janet; Bezuk, Nadine; Aguilar, Karen

    2011-06-01

    Designing didactic objects involves imagining how students can conceive of specific mathematical topics and then imagining what types of classroom discussions could support these mental constructions. This study investigated whether it was possible to design Java applets that might serve as didactic objects to support online learning where 'discussions' are broadly defined as the conversations students have with themselves as they interact with the dynamic mathematical representations on the screen. Eighty-four pre-service elementary teachers enrolled in hybrid mathematics courses were asked to interact with a series of applets designed to support their understanding of qualitative graphing. The results of the surveys indicate that various design features of the applets did in fact cause perturbations and opportunities for resolutions that enabled the users to 'discuss' their learning by reflecting on their in-class discussions and online activities. The discussion includes four design features for guiding future applet creation.

  13. Opportunity-to-learn context-based tasks provided by mathematics textbooks

    NARCIS (Netherlands)

    Wijaya, Ariyadi; Van den Heuvel-Panhuizen, M.; Doorman, Michiel

    2015-01-01

    Based on the findings of an error analysis revealing that Indonesian ninth- and tenth-graders had difficulties in solving context-based tasks, we investigated the opportunity-to-learn offered by Indonesian textbooks for solving context-based mathematics tasks and the relation of this

  14. Opportunity-to-Learn Context-Based Tasks Provided by Mathematics Textbooks

    Science.gov (United States)

    Wijaya, Ariyadi; van den Heuvel-Panhuizen, Marja; Doorman, Michiel

    2015-01-01

    Based on the findings of an error analysis revealing that Indonesian ninth- and tenth-graders had difficulties in solving context-based tasks, we investigated the opportunity-to-learn offered by Indonesian textbooks for solving context-based mathematics tasks and the relation of this opportunity-to-learn to students' difficulties in solving these…

  15. Relations of Instructional Tasks to Teacher-Student Discourse in Mathematics Classrooms of Chinese Primary Schools

    Science.gov (United States)

    Ni, Yujing; Zhou, Dehui; Li, Xiaoqing; Li, Qiong

    2014-01-01

    This study, based on observation of 90 fifth-grade mathematics classes in Chinese elementary schools, examined how the task features, high cognitive demand, multiple representations, and multiple solution methods may relate to classroom discourse. Results indicate that high cognitive demand tasks were associated with teachers' use higher order…

  16. Task design for improving students’ engagement in mathematics learning

    Science.gov (United States)

    Khairunnisa

    2018-01-01

    This article analysed the importance of task design as one of the instruments in the learning and its application in several studies. Through task design, students engage in learning caused them enthusiastically in expressing ideas, opinion or knowledge of them. Thus, the teacher was able to gain an idea of knowledge belonging to students. By using this information, teachers are able to develop the thinking ability of students.

  17. The mathematical model of the task of compiling the time-table

    Directory of Open Access Journals (Sweden)

    О.Є. Литвиненко

    2004-01-01

    Full Text Available  The mathematical model of the task of compiling the time-table in High-school has been carried out.  It has been showed, that the task may be reduced to canonical form of extrimal combinatorial tasks with unlinear structure after identical transformations. The algorithm of the task’s decision for realizing the scheme of the directed sorting of variants is indicated.

  18. Development of a Framework to Characterise the Openness of Mathematical Tasks

    Science.gov (United States)

    Yeo, Joseph B. W.

    2017-01-01

    Educators usually mean different constructs when they speak of open tasks: some may refer to pure-mathematics investigative tasks while others may have authentic real-life tasks in mind; some may think of the answer being open while others may refer to an open method. On the other hand, some educators use different terms, e.g. open and open-ended,…

  19. USING TASK LIKE PISA’S PROBLEM TO SUPPORT STUDENT’S CREATIVITY IN MATHEMATICS

    Directory of Open Access Journals (Sweden)

    Rita Novita

    2016-01-01

    Full Text Available Creativity is one of keys to success in the evolving global economy and also be a fundamental skill that is absolutely necessary in the 21st century. Also In mathematics, creativity or thinking creatively is important to be developed because creativity is an integral part of mathematics. However, limiting the use of creativity in the classroom reduces mathematics to a set of skills to master and rules to memorize. Doing so causes many children’s natural curiosity and enthusiasm for mathematics to disappear as they get older, creating a tremendous problem for mathematics educators who are trying to instil these very qualities. In order to investigate the increase in awareness of elementary school students’ creativity in solving mathematics’ problems by using task like PISA’s Question, a qualitative research emphasizing on holistic description was conducted. We used a formative evaluation type of development research as a mean to develop mathematical tasks like PISA’s question that have potential effect to support students’ creativity in mathematics. Ten elementary school students of grade 6 in Palembang were involved in this research. They judged the task given for them is very challenging and provokes their curiosity. The result showed that task like PISA’s question can encourage students to more creatively in mathematics.Key Words: PISA, Problem Solving, Creativity in Mathematics DOI: http://dx.doi.org/10.22342/jme.7.1.2815.31-42

  20. Digital literacy and problem solving in technology-rich environments

    Directory of Open Access Journals (Sweden)

    Vesna Dolničar

    2015-07-01

    Full Text Available Rapid development and progress, as well as the growing presence of information and communications technologies dictate the need for more highly developed digital skills in individuals. The paper focuses on the concepts of digital skills and problem solving in technology-rich environments. It examines these on the basis of empirical data obtained in the international study PIAAC. The introductory part presents an overview of the literature and the results of previous research in the field of measurement of digital skills, and data on the use of information society services among the EU Member States. The second part of the article refers to the results obtained in the study PIAAC. The results, confirmed by the results of other studies, showed the impact of age and education level on the problem solving in technology-rich environments. Article concludes with suggestions for improving the current state of integration of all population groups in training programs in the field of digital skills.

  1. Developmental dynamics between mathematical performance, task motivation, and teachers' goals during the transition to primary school.

    Science.gov (United States)

    Aunola, Kaisa; Leskinen, Esko; Nurmi, Jari-Erik

    2006-03-01

    It has been suggested that children's learning motivation and interest in a particular subject play an important role in their school performance, particularly in mathematics. However, few cross-lagged longitudinal studies have been carried out to investigate the prospective relationships between academic achievement and task motivation. Moreover, the role that the classroom context plays in this development is largely unknown. The aim of the study was to investigate the developmental dynamics of maths-related motivation and mathematical performance during children's transition to primary school. The role of teachers' pedagogical goals and classroom characteristics on this development was also investigated. A total of 196 Finnish children were examined four times: (0) in October during their preschool year; (1) in October and (2) April during their first grade of primary school; and (3) in October during their second grade. Children's mathematical performance was tested at each measurement point. Task motivation was examined at measurement points 2, 3, and 4 using the Task-value scale for children. First-grade teachers were interviewed in November about their pedagogical goals and classroom characteristics. The results showed that children's mathematical performance and related task motivation formed a cumulative developmental cycle: a high level of maths performance at the beginning of the first grade increased subsequent task motivation towards mathematics, which further predicted a high level of maths performance at the beginning of the second grade. The level of maths-related task motivation increased in those classrooms where the teachers emphasized motivation or self-concept development as their most important pedagogical goal.

  2. Difficulties in solving context-based PISA mathematics tasks : An analysis of students' errors

    NARCIS (Netherlands)

    Wijaya, Ariyadi; van den Heuvel-Panhuizen, Marja; Doorman, Michiel; Robitzsch, Alexander

    2014-01-01

    The intention of this study was to clarify students' difficulties in solving context-based mathematics tasks as used in the Programme for International Student Assessment (PISA). The study was carried out with 362 Indonesian ninth- and tenth-grade students. In the study we used 34 released PISA

  3. Exploring the Relationship between the Use of Technology with Enacted Tasks and Questions in Elementary School Mathematics

    Science.gov (United States)

    Polly, Drew

    2016-01-01

    This study explored the relationship between technology use, tasks, and questions posed during mathematics lessons in three elementary school classrooms. Teachers were observed between 21 to 30 times per classroom during the year. Data was recorded about the types of technologies, mathematical tasks, and questions observed. Chi-square tests for…

  4. Using a task analysis approach within a guided problem-solving model to design mathematical learning activities

    Directory of Open Access Journals (Sweden)

    Aneshkumar Maharaj

    2007-10-01

    Full Text Available The FET Curriculum Statements for Mathematics advocates that knowledge integrates theory, skills and values. This paper focuses on a guided problem-solving teaching model that provides a framework to do this. A task analysis approach is used within this  framework to illustrate how educators could frame mathematical questions based on the relevant mathematical content.

  5. Using a task analysis approach within a guided problem-solving model to design mathematical learning activities

    OpenAIRE

    Aneshkumar Maharaj

    2007-01-01

    The FET Curriculum Statements for Mathematics advocates that knowledge integrates theory, skills and values. This paper focuses on a guided problem-solving teaching model that provides a framework to do this. A task analysis approach is used within this  framework to illustrate how educators could frame mathematical questions based on the relevant mathematical content.

  6. Mathematics anxiety reduces default mode network deactivation in response to numerical tasks

    Science.gov (United States)

    Pletzer, Belinda; Kronbichler, Martin; Nuerk, Hans-Christoph; Kerschbaum, Hubert H.

    2015-01-01

    Mathematics anxiety is negatively related to mathematics performance, thereby threatening the professional success. Preoccupation with the emotional content of the stimuli may consume working memory resources, which may be reflected in decreased deactivation of areas associated with the default mode network (DMN) activated during self-referential and emotional processing. The common problem is that math anxiety is usually associated with poor math performance, so that any group differences are difficult to interpret. Here we compared the BOLD-response of 18 participants with high (HMAs) and 18 participants with low mathematics anxiety (LMAs) matched for their mathematical performance to two numerical tasks (number comparison, number bisection). During both tasks, we found stronger deactivation within the DMN in LMAs compared to HMAs, while BOLD-response in task-related activation areas did not differ between HMAs and LMAs. The difference in DMN deactivation between the HMA and LMA group was more pronounced in stimuli with additional requirement on inhibitory functions, but did not differ between number magnitude processing and arithmetic fact retrieval. PMID:25954179

  7. Mathematics anxiety reduces default mode network deactivation in response to numerical tasks

    Directory of Open Access Journals (Sweden)

    Belinda ePletzer

    2015-04-01

    Full Text Available Mathematics anxiety is negatively related to mathematics performance, thereby threatening the professional success. Preoccupation with the emotional content of the stimuli may consume working memory resources, which may be reflected in decreased deactivation of areas associated with the default mode network (DMN activated during self-referential and emotional processing. The common problem is that math anxiety is usually associated with poor math performance, so that any group differences are difficult to interpret.Here we compared the BOLD-response of 18 participants with high (HMAs and 18 participants with low mathematics anxiety (LMAs matched for their mathematical performance to two numerical tasks (number comparison, number bisection. During both tasks, we found stronger deactivation within the DMN in LMAs compared to HMAs, while BOLD-response in task-related activation areas did not differ between HMAs and LMAs. The difference in DMN deactivation between the HMA and LMA group was more pronounced in stimuli with additional requirement on inhibitory functions, but did not differ between number magnitude processing and arithmetic fact retrieval.

  8. Formulating textual tasks based on mathematical expressions in the fourth grade of primary school

    Directory of Open Access Journals (Sweden)

    Čutura Ilijana

    2016-01-01

    Full Text Available The paper deals with the characteristics of students’ products of independent writing in mathematics instruction. The importance of the research stems from a relatively low achievement of primary school students in Serbia on international tests of trends of students’ achievement in mathematics and sciences, as well as from the prominent need, proven both empirically and theoretically, to devote attention to writing not solely in language instruction, considering a low level of basic and functional literacy of students. The aim of the research was to study the characteristics of students’ products in which they translated mathematical expressions into textual form. The criteria for analysing students’ products were the following: mathematical accuracy, reality of the context, variety and originality of topics, dominant types of text structuring and normative, lexical and syntactic characteristics. The sample included 198 fourth-grade primary school students. Standard quantitative and qualitative methodological procedures were used. The findings indicate that the students have not been sufficiently trained to translate mathematical expressions into the form of textual tasks. Although they recognised and complied with the rules of the genre and functional style, students did not pay attention to the reality of the context and quantities. They also neglected other aspects that are not directly related to mathematics instruction: innovativeness in selecting the topics of textual tasks, orthographic and grammatical accuracy of the text/textual task, choice of vocabulary and syntactic complexity of sentences. The results also suggest that it is necessary to devote more attention to open-ended problems and the quality of linguistic expression in the instruction of all school subjects.

  9. A Graph theoretical approach to study the organization of the cortical networks during different mathematical tasks.

    Science.gov (United States)

    Klados, Manousos A; Kanatsouli, Kassia; Antoniou, Ioannis; Babiloni, Fabio; Tsirka, Vassiliki; Bamidis, Panagiotis D; Micheloyannis, Sifis

    2013-01-01

    The two core systems of mathematical processing (subitizing and retrieval) as well as their functionality are already known and published. In this study we have used graph theory to compare the brain network organization of these two core systems in the cortical layer during difficult calculations. We have examined separately all the EEG frequency bands in healthy young individuals and we found that the network organization at rest, as well as during mathematical tasks has the characteristics of Small World Networks for all the bands, which is the optimum organization required for efficient information processing. The different mathematical stimuli provoked changes in the graph parameters of different frequency bands, especially the low frequency bands. More specific, in Delta band the induced network increases it's local and global efficiency during the transition from subitizing to retrieval system, while results suggest that difficult mathematics provoke networks with higher cliquish organization due to more specific demands. The network of the Theta band follows the same pattern as before, having high nodal and remote organization during difficult mathematics. Also the spatial distribution of the network's weights revealed more prominent connections in frontoparietal regions, revealing the working memory load due to the engagement of the retrieval system. The cortical networks of the alpha brainwaves were also more efficient, both locally and globally, during difficult mathematics, while the fact that alpha's network was more dense on the frontparietal regions as well, reveals the engagement of the retrieval system again. Concluding, this study gives more evidences regarding the interaction of the two core systems, exploiting the produced functional networks of the cerebral cortex, especially for the difficult mathematics.

  10. Designing Tasks to Examine Mathematical Knowledge for Teaching Statistics for Primary Teachers

    Science.gov (United States)

    Siswono, T. Y. E.; Kohar, A. W.; Hartono, S.

    2018-01-01

    Mathematical knowledge for teaching (MKT) is viewed as fuel resources for conducting an orchestra in a teaching and learning process. By understanding MKT, especially for primary teachers, it can predict the success of a goal of an instruction and analyze the weaknesses and improvements of it. To explore what teachers think about subject matters, pedagogical terms, and appropriate curriculum, it needs a task which can be identified the teachers’ MKT including the subject matter knowledge (SMK) and pedagogical content knowledge (PCK). This study aims to design an appropriate task for exploring primary teachers’ MKT for statistics in primary school. We designed six tasks to examine 40 primary teachers’ MKT, of which each respectively represents the categories of SMK (common content knowledge (CCK) and specialised content knowledge (SCK)) and PCK (knowledge of content and students (KCS), knowledge of content and teaching (KCT), and knowledge of content and curriculum (KCC)). While MKT has much attention of numbers of scholars, we consider knowledge of content and culture (KCCl) to be hypothesized in the domains of MKT. Thus, we added one more task examining how the primary teachers used their knowledge of content (KC) regarding to MKT in statistics. Some examples of the teachers’ responses on the tasks are discussed and some refinements of MKT task in statistics for primary teachers are suggested.

  11. The Relationship between Handedness and Mathematics Is Non-linear and Is Moderated by Gender, Age, and Type of Task

    Science.gov (United States)

    Sala, Giovanni; Signorelli, Michela; Barsuola, Giulia; Bolognese, Martina; Gobet, Fernand

    2017-01-01

    The relationship between handedness and mathematical ability is still highly controversial. While some researchers have claimed that left-handers are gifted in mathematics and strong right-handers perform the worst in mathematical tasks, others have more recently proposed that mixed-handers are the most disadvantaged group. However, the studies in the field differ with regard to the ages and the gender of the participants, and the type of mathematical ability assessed. To disentangle these discrepancies, we conducted five studies in several Italian schools (total participants: N = 2,314), involving students of different ages (six to seventeen) and a range of mathematical tasks (e.g., arithmetic and reasoning). The results show that (a) linear and quadratic functions are insufficient for capturing the link between handedness and mathematical ability; (b) the percentage of variance in mathematics scores explained by handedness was larger than in previous studies (between 3 and 10% vs. 1%), and (c) the effect of handedness on mathematical ability depended on age, type of mathematical tasks, and gender. In accordance with previous research, handedness does represent a correlate of achievement in mathematics, but the shape of this relationship is more complicated than has been argued so far. PMID:28649210

  12. Examining the impact of lesson structure when teaching with cognitively demanding mathematical tasks in the early primary years

    OpenAIRE

    JAMES ANTHONY RUSSO

    2017-01-01

    The current investigation systematically contrasted teaching with cognitively demanding (challenging) tasks using a task-first lesson structure with that of a teach-first lesson structure in a primary school setting (Year 1 and 2). The findings indicate that there is more than one way of incorporating challenging tasks into mathematics lessons to produce sizeable learning gains. Analyses of interviews with teachers and students regarding their perceptions of learning with challenging tasks su...

  13. Enhancing students’ mathematical problem posing skill through writing in performance tasks strategy

    Science.gov (United States)

    Kadir; Adelina, R.; Fatma, M.

    2018-01-01

    Many researchers have studied the Writing in Performance Task (WiPT) strategy in learning, but only a few paid attention on its relation to the problem-posing skill in mathematics. The problem-posing skill in mathematics covers problem reformulation, reconstruction, and imitation. The purpose of the present study was to examine the effect of WiPT strategy on students’ mathematical problem-posing skill. The research was conducted at a Public Junior Secondary School in Tangerang Selatan. It used a quasi-experimental method with randomized control group post-test. The samples were 64 students consists of 32 students of the experiment group and 32 students of the control. A cluster random sampling technique was used for sampling. The research data were obtained by testing. The research shows that the problem-posing skill of students taught by WiPT strategy is higher than students taught by a conventional strategy. The research concludes that the WiPT strategy is more effective in enhancing the students’ mathematical problem-posing skill compared to the conventional strategy.

  14. The Design and Enactment of Modeling Tasks: A Study on the Development of Modeling Abilities in A Secondary Mathematics Course

    Science.gov (United States)

    Buhrman, Danielle

    2017-01-01

    This study uses components of action and self-study research to examine the design and enactment of modeling tasks with the goal of developing student modeling abilities. The author, a secondary mathematics teacher, first closely examined the curriculum design and instructional decisions she made as she prepared for a unit on mathematical modeling…

  15. An approach to the design of mathematical task sequences: Conceptual learning as abstraction

    Directory of Open Access Journals (Sweden)

    Martin A. Simon

    2016-06-01

    Full Text Available This paper describes an emerging approach to the design of task sequences and the theory that undergirds it. The approach aims at promoting particular mathematical concepts, understood as the result of reflective abstraction. Central to this approach is the identification of available student activities from which students can abstract the intended ideas. The approach differs from approaches in which learning to solve the problem posed is the intended learning. The paper illustrates the approach through data from a teaching experiment on division of fractions.

  16. Teachers as co-designers of technology-rich learning activities for emergent literacy

    NARCIS (Netherlands)

    Cviko, Amina; McKenney, Susan; Voogt, Joke

    2016-01-01

    Although kindergarten teachers often struggle with implementing technology, they are rarely involved in co-designing technology-rich learning activities. This study involved teachers in the co-design of technology-rich learning activities and sought to explore implementation and pupil learning

  17. Teachers as co-designers of technology-rich learning activities for early literacy

    NARCIS (Netherlands)

    Cviko, Amina; McKenney, Susan; Voogt, Joke

    2015-01-01

    Although kindergarten teachers often struggle with implementing technology, they are rarely involved in co-designing technology-rich learning activities. This study involved teachers in the co-design of technology-rich learning activities and sought to explore implementation and pupil learning

  18. Effects of semantic cues on mathematical modeling: evidence from word-problem solving and equation construction tasks.

    Science.gov (United States)

    Martin, Shirley A; Bassok, Miriam

    2005-04-01

    Mathematical solutions to textbook word problems are correlated with semantic relations between the objects described in the problem texts. In particular, division problems usually involve functionally related objects (e.g., tulips-vases) and rarely involve categorically related objects (e.g., tulips-daisies). We examined whether middle school, high school, and college students use object relations when they solve division word problems (WP) or perform the less familiar task of representing verbal statements with algebraic equations (EQ). Both tasks involved multiplicative comparison statements with either categorically or functionally related objects (e.g., "four times as many cupcakes [commuters] as brownies [automobiles]"). Object relations affected the frequency of correct solutions in the WP task but not in the EQ task. In the latter task, object relations did affect the structure of nonalgebraic equation errors. We argue that students use object relations as "semantic cues" when they engage in the sense-making activity of mathematical modeling.

  19. Exploring Relationships between Setting Up Complex Tasks and Opportunities to Learn in Concluding Whole-Class Discussions in Middle-Grades Mathematics Instruction

    Science.gov (United States)

    Jackson, Kara; Garrison, Anne; Wilson, Jonee; Gibbons, Lynsey; Shahan, Emily

    2013-01-01

    This article specifies how the setup, or introduction, of cognitively demanding tasks is a crucial phase of middle-grades mathematics instruction. The authors report on an empirical study of 165 middle-grades mathematics teachers' instruction that focused on how they introduced tasks and the relationship between how they introduced tasks and the…

  20. [Decision of mathematical logical tasks in sensory enriched environment (classical music)].

    Science.gov (United States)

    Pavlygina, R A; Karamysheva, N N; Tutushkina, M V; Sakharov, D S; Davydov, V I

    2012-01-01

    The time of a decision of mathematical logical tasks (MLT) was decreased during classical musical accompaniment (power 35 and 65 dB). Music 85 dB did not influence on the process of decision of MLT. Decision without the musical accompaniment led to increasing of coherent function values in beta1, beta2, gamma frequency ranges in EEG of occipital areas with prevalence in a left hemisphere. A coherence of potentials was decreased in EEG of frontal cortex. Music decreasing of making-decision time enhanced left-sided EEG asymmetry The intrahemispheric and the interhemispheric coherences of frontal cortex were increased during the decision of MLT accompanied by music. Using of musical accompaniment 85 dB produced a right-side asymmetry in EEG and formed a focus of coherent connections in EEG of temporal area of a right hemisphere.

  1. Reflections on the role of a research task for teacher education in data handling in a Mathematical Literacy education course

    Directory of Open Access Journals (Sweden)

    Vera Frith

    2006-10-01

    Full Text Available The introduction of the subject “Mathematical Literacy” in the Further Education and Training band from 2006 has created an urgent need for large numbers of teachers to be educated about the nature of mathematical literacy and to become effective teachers of it. In this paper we report on an attempt to contribute to this goal through a curriculum component in an “Advanced Certificate in Education” course. This curriculum component on data handling was structured around a research task which required the teachers on the course to practise mathematical literacy  in a context where there is close linkage with other vital competencies, such as verbal reasoning, writing and computer literacy. This approach articulates well with the kind of teaching envisaged by the curriculum statement for “Mathematical Literacy”. We report on an initial analysis of the teachers’ reflections on their experience of the curriculum-embedded research task on this course, the manner in which this task contributed to their understanding of mathematical literacy as a practice and themselves as practitioners.

  2. Some aspects of executive functions as predictors of understanding textual mathematical tasks in students with mild intellectual disability

    Directory of Open Access Journals (Sweden)

    Japundža-Milisavljević Mirjana

    2016-01-01

    Full Text Available The most significant segment during the process of solving mathematical tasks is translation from mathematical to native language, in the basis o which, among others, are the following factors: resistance to distraction and forming adequate verbal strategies. The goal of this research is to evaluate the contribution of some aspects of executive functions in explaining the variance of solving illustrative mathematical tasks in students with mild intellectual disability. The sample consists of 90 students with mild intellectual disability aged from 12 to 16 (M=14.7; SD=1.6, of both sexes (44.4% boys and 55.6% girls. The Twenty questions test and the Stroop test were used to estimate the executive functions. Verbal problem tasks were used for the purpose of understanding mathematical language The obtained results show that the estimated aspects of executive functions are significant predictors of understanding mathematical language in students with intellectual disabilities. The strongest predictor is distraction resistance (p=0.01.

  3. Students' Perceptions of Mathematics Classroom Goal Structures: Implications for Perceived Task Values and Study Behavior

    Science.gov (United States)

    Skaalvik, Einar M.; Federici, Roger A.; Wigfield, Allan; Tangen, Truls N.

    2017-01-01

    Relations between 8th and 10th grade students' perceptions of classroom goal structures, task values, anxiety, help-seeking behavior, and effort in mathematics classes were examined. The authors investigated whether the associations between perceived goal structures and anxiety, help-seeking behavior, and effort are mediated through students'…

  4. Considerations of Numbers Used in Tasks for Promoting Multiplicative Reasoning in Students with Learning Difficulties in Mathematics

    Science.gov (United States)

    Risley, Rachael Ann

    2016-01-01

    This study explored the impact of numbers used in instructional tasks on the construction and generalization of multiplicative reasoning by fourth grade students designated as having learning difficulties or disabilities in mathematics (SLDs). In particular, this study addressed the following research questions: (1) In what ways do SLDs'…

  5. Mental Arithmetic in Children with Mathematics Learning Disabilities: The Adaptive Use of Approximate Calculation in an Addition Verification Task

    Science.gov (United States)

    Rousselle, Laurence; Noel, Marie-Pascale

    2008-01-01

    The adaptive use of approximate calculation was examined using a verification task with 18 third graders with mathematics learning disabilities, 22 typically achieving third graders, and 21 typically achieving second graders. Participants were asked to make true-false decisions on simple and complex addition problems while the distance between the…

  6. Development of pedagogical design in technology-rich environments for language teaching and learning

    OpenAIRE

    Jalkanen, Juha

    2015-01-01

    This study explores the development of pedagogical design for language teaching and learning in increasingly technology-rich environments. More specifically, it focuses on the process of design, enactment and analysis of language and literacy pedagogies in technology-rich environments. Two substudies are reported in five articles, each of which approaches pedagogical design from a different perspective. The first substudy examined (a) what pedagogical choices language studen...

  7. USING TASK LIKE PISA’S PROBLEM TO SUPPORT STUDENT’S CREATIVITY IN MATHEMATICS

    OpenAIRE

    Rita Novita; Mulia Putra

    2016-01-01

    Creativity is one of keys to success in the evolving global economy and also be a fundamental skill that is absolutely necessary in the 21st century. Also In mathematics, creativity or thinking creatively is important to be developed because creativity is an integral part of mathematics. However, limiting the use of creativity in the classroom reduces mathematics to a set of skills to master and rules to memorize. Doing so causes many children’s natural curiosity and enthusiasm for mathematic...

  8. Using Task Like PISA's Problem to Support Students' Creativity in Mathematics

    Science.gov (United States)

    Novita, Rita; Putra, Mulia

    2016-01-01

    Creativity is one of keys to success in the evolving global economy and also be a fundamental skill that is absolutely necessary in the 21st century. Also in mathematics, creativity or thinking creatively is important to be developed because creativity is an integral part of mathematics. However, limiting the use of creativity in the classroom…

  9. Mathematical Literacy Teachers' Engagement with Contextual Tasks Based on Personal Finance

    Science.gov (United States)

    Bansilal, Sarah; Mkhwanazi, Thokozani; Mahlabela, Patisizwe

    2012-01-01

    This article reports on a study carried out with a group of 108 practising Mathematical Literacy (ML) teachers who participated in an Advanced Certificate in Education (ACE) programme. The purpose of the qualitative study was to identify and describe the teachers' varying levels of engagement with mathematics tools and resources. The teachers were…

  10. Open-Ended Tasks in the Promotion of Classroom Communication in Mathematics

    Science.gov (United States)

    Viseu, Floriano; Oliveira, Inês Bernardo

    2012-01-01

    Mathematics programmes in basic education are currently undergoing reform in Portugal. This paper sets out to see how teachers are putting the new guidelines for the teaching of mathematics into practice, with particular emphasis on maths communication in the classroom. To achieve this, an experiment in teaching the topic "Sequences and…

  11. Teaching Mathematics in Primary Schools with Challenging Tasks: The Big (Not So) Friendly Giant

    Science.gov (United States)

    Russo, James

    2016-01-01

    The use of enabling and extending prompts allows tasks to be both accessible and challenging within a classroom. This article provides an example of how to use enabling and extending prompts effectively when employing a challenging task in Year 2.

  12. Exploring the Cognitive Demand and Features of Problem Solving Tasks in Primary Mathematics Classrooms

    Science.gov (United States)

    McCormick, Melody

    2016-01-01

    Student learning is greatest in classrooms where students engage in problem solving tasks that are cognitively demanding. However, there are growing concerns that many Australian students are given limited opportunities to engage in these types of tasks. 108 upper primary school teachers were surveyed to examine task features and cognitive demand…

  13. Virtual Solar System Project: Learning through a Technology-Rich, Inquiry-Based, Participatory Learning Environment.

    Science.gov (United States)

    Barab, Sasha A.; Hay, Kenneth E.; Squire, Kurt; Barnett, Michael; Schmidt, Rae; Karrigan, Kristen; Yamagata-Lynch, Lisa; Johnson, Christine

    2000-01-01

    Describes an introductory undergraduate astronomy course in which the large-lecture format was moved to one in which students were immersed in a technologically-rich, inquiry-based, participatory learning environment. Finds that virtual reality can be used effectively in regular undergraduate university courses as a tool through which students can…

  14. VET Workers' Problem-Solving Skills in Technology-Rich Environments: European Approach

    Science.gov (United States)

    Hämäläinen, Raija; Cincinnato, Sebastiano; Malin, Antero; De Wever, Bram

    2014-01-01

    The European workplace is challenging VET adults' problem-solving skills in technology-rich environments (TREs). So far, no international large-scale assessment data has been available for VET. The PIAAC data comprise the most comprehensive source of information on adults' skills to date. The present study (N = 50 369) focuses on gaining insight…

  15. Building on Authentic Learning for Pre-Service Teachers in a Technology-Rich Environment

    Science.gov (United States)

    Latham, Gloria; Carr, Nicky

    2015-01-01

    The article "Authentic learning for pre-service teachers in a technology-rich environment" (Latham & Carr, 2012) appeared in the "Journal of Learning Design," Volume 5, Issue 1 in 2012. Since writing this paper three years ago, the authors reflect upon and brainstorm what they describe here as a radically revised approach.…

  16. The Influence of Technology-Rich Early Childhood Field Experiences on Preservice Teachers

    Science.gov (United States)

    Lux, Nicholas; Lux, Christine

    2015-01-01

    Despite a comprehensive body of research on field experiences in teacher education, technology-rich early field experiences in early childhood environments is one particular area of inquiry lacking substantive current research. Therefore, this study was conducted to better understand how preservice teachers' perceptions of global concepts related…

  17. Teacher roles in designing technology-rich learning activities for early literacy

    NARCIS (Netherlands)

    Cviko, Amina; McKenney, Susan; Voogt, Joke

    2015-01-01

    The present study aims to provide insight into the value of different teacher roles in designing and implementing technology-rich learning activities for early literacy. Three cases, each with a different teacher role (executor-only, re-designer, co-designer) were examined. In the executor-only

  18. Teachers' Perceptions of Factors Affecting the Educational Use of ICT in Technology-Rich Classrooms

    Science.gov (United States)

    Badia, Antoni; Meneses, Julio; Sigales, Carles

    2013-01-01

    Introduction: The purpose of this study is to identify the main factors that influence teachers' decision-making regarding the educational use of ICT (Information and Communication Technologies) in technology-rich classrooms. Method: We collected data from 278 teachers in Catalonia (Spain) working in eight primary and secondary education schools…

  19. Developing CORE model-based worksheet with recitation task to facilitate students’ mathematical communication skills in linear algebra course

    Science.gov (United States)

    Risnawati; Khairinnisa, S.; Darwis, A. H.

    2018-01-01

    The purpose of this study was to develop a CORE model-based worksheet with recitation task that were valid and practical and could facilitate students’ communication skills in Linear Algebra course. This study was conducted in mathematics education department of one public university in Riau, Indonesia. Participants of the study were media and subject matter experts as validators as well as students from mathematics education department. The objects of this study are students’ worksheet and students’ mathematical communication skills. The results of study showed that: (1) based on validation of the experts, the developed students’ worksheet was valid and could be applied for students in Linear Algebra courses; (2) based on the group trial, the practicality percentage was 92.14% in small group and 90.19% in large group, so the worksheet was very practical and could attract students to learn; and (3) based on the post test, the average percentage of ideals was 87.83%. In addition, the results showed that the students’ worksheet was able to facilitate students’ mathematical communication skills in linear algebra course.

  20. Classroom Interactions around Problem Contexts and Task Authenticity in Middle School Mathematics

    Science.gov (United States)

    Wernet, Jamie L. W.

    2017-01-01

    It has been theorized that contextual tasks support student engagement and sense making. Yet, contradictory ideas exist about the role of these tasks in lessons, and further research is needed to explore how classroom interactions can help achieve their intended purposes. Through video observation of lessons in three eighth-grade classrooms using…

  1. Planning and Enacting Mathematical Tasks of High Cognitive Demand in the Primary Classroom

    Science.gov (United States)

    Georgius, Kelly

    2013-01-01

    This study offers an examination of two primary-grades teachers as they learn to transfer knowledge from professional development into their classrooms. I engaged in planning sessions with each teacher to help plan tasks of high cognitive demand, including anticipating and planning for classroom discourse that would occur around the task. A…

  2. Increasing Cognitive Inhibition with a Difficult Prior Task: Implications for Mathematical Thinking

    Science.gov (United States)

    Attridge, Nina; Inglis, Matthew

    2015-01-01

    Dual-process theories posit two distinct types of cognitive processing: Type 1, which does not use working memory making it fast and automatic, and Type 2, which does use working memory making it slow and effortful. Mathematics often relies on the inhibition of pervasive Type 1 processing to apply new skills or knowledge that require Type 2…

  3. Symbolic and Nonsymbolic Equivalence Tasks: The Influence of Symbols on Students with Mathematics Difficulty

    Science.gov (United States)

    Driver, Melissa K.; Powell, Sarah R.

    2015-01-01

    Students often experience difficulty with attaching meaning to mathematics symbols. Many students react to symbols, such as the equal sign, as a command to "do something" or "write an answer" without reflecting upon the proper relational meaning of the equal sign. One method for assessing equal-sign understanding is through…

  4. Context-based mathematics tasks in Indonesia : Toward better practice and achievement

    NARCIS (Netherlands)

    Wijaya, A.

    2015-01-01

    The Indonesian national curriculum mandates that mathematics education must be relevant to the needs of life and should offer students opportunities to develop the ability to apply their knowledge in society. Furthermore, there are educational movements in Indonesia that promote the application of

  5. Mathematics

    CERN Document Server

    Stein, Sherman K

    2010-01-01

    Anyone can appreciate the beauty, depth, and vitality of mathematics with the help of this highly readable text, specially developed from a college course designed to appeal to students in a variety of fields. Readers with little mathematical background are exposed to a broad range of subjects chosen from number theory, topology, set theory, geometry, algebra, and analysis. Starting with a survey of questions on weight, the text discusses the primes, the fundamental theorem of arithmetic, rationals and irrationals, tiling, tiling and electricity, probability, infinite sets, and many other topi

  6. Mathematics

    International Nuclear Information System (INIS)

    Demazure, M.

    1988-01-01

    The 1988 progress report of the Mathematics center (Polytechnic School, France), is presented. The Center is composed of different research teams: analysis, Riemann geometry, group theory, formal calculus and algorithm geometry, dynamical systems, topology and singularity. For each team, the members, the research topics, the national and international cooperations, are given. The papers concerning the investigations carried out in 1988, are listed [fr

  7. Motivating Learning in Mathematics Through Collaborative Problem Solving: A Focus on Using Rich Tasks

    Directory of Open Access Journals (Sweden)

    Nasreen Hussain

    2014-06-01

    Full Text Available This paper is based on the concept that lively and interactive math classes are possible by incorporating rich tasks to meet the needs of students operating at different levels in the classrooms. A study was carried out to find out the impact on learning and motivation of using rich tasks at secondary level in the maths class by incorporating co-operative learning. Qualitative research paradigm was opted for the study using an action research approach and the data were collected through two semi-structured interviews conducted at the onset of the research and after the intervention. Few important findings indicate that rich tasks demand different levels of challenge and extend opportunities to those students who need them.

  8. The Value of Emoticons in Investigating Student Emotions Related to Mathematics Task Negotiation

    Science.gov (United States)

    D'Agostin, Fabio

    2014-01-01

    "Emoticons" are simple face icons expressing common feelings such as happiness, interest and boredom and are popularly used in electronic communication. Emoticons were utilised in this study as experience sampling devices. Year 10 students selected emoticons to indicate their emotional states at set intervals during classroom tasks.…

  9. Experiences of technology-rich innovation in European schools within the Open Discovery Space project

    Directory of Open Access Journals (Sweden)

    Sonia PEINADO

    2015-11-01

    Full Text Available The Open Discovery Space (ODS project was conceived to introduce innovative resource-based teaching and learning practices in European schools, to promote the creation of communities between European school members and to boost the demand for open educational resources among teachers. After 3 years of applying the ODS innovation model, more than 2,000 European schools have carried out diverse experiences of technology-rich innovation to achieve the project aims. This paper describes the experiences and results of ODS in 7 different European countries, along with the international activities that aim at expanding the scope of the project beyond the European limits.

  10. Prospects of a mathematical theory of human behavior in complex man-machine systems tasks. [time sharing computer analogy of automobile driving

    Science.gov (United States)

    Johannsen, G.; Rouse, W. B.

    1978-01-01

    A hierarchy of human activities is derived by analyzing automobile driving in general terms. A structural description leads to a block diagram and a time-sharing computer analogy. The range of applicability of existing mathematical models is considered with respect to the hierarchy of human activities in actual complex tasks. Other mathematical tools so far not often applied to man machine systems are also discussed. The mathematical descriptions at least briefly considered here include utility, estimation, control, queueing, and fuzzy set theory as well as artificial intelligence techniques. Some thoughts are given as to how these methods might be integrated and how further work might be pursued.

  11. Title One Laptop on Each Desk: Teaching Methods in Technology Rich Classrooms

    Directory of Open Access Journals (Sweden)

    Catarina Player-Koro

    2015-11-01

    Full Text Available This article takes its point of departure from the main findings from research in four upper secondary schools in a 1:1 initiative (one laptop per student and reports on a deeper analysis of four classrooms that are part of the empirical study. This study aims to investigate how teaching and learning in technology-rich classrooms are structured and thus contribute to the development of knowledge about the impact of technology on the structuring of teaching and learning in educational practices.Bernstein’s theoretical concept of the pedagogic discourse is used to make visible how the main incentive for teaching methods is the evaluation system that recontextualises traditional discourses about teaching and learning. The conclusion is that fundamental transformations of education is less about technology and more about the changing of the structures and discourses concerningteaching, learning and education.

  12. VET workers’ problem-solving skills in technology-rich environments: European approach

    Directory of Open Access Journals (Sweden)

    Raija Hämäläinen

    2014-08-01

    Full Text Available The European workplace is challenging VET adults’ problem-solving skills in technology-rich environments (TREs. So far, no international large-scale assessment data has been available for VET. The PIAAC data comprise the most comprehensive source of information on adults’ skills to date. The present study (N=50 369 focuses on gaining insight into the problem-solving skills in TREs of adults with a VET background. When examining the similarities and differences in VET adults’ problem-solving skills in TREs across 11 European countries, two main trends can be observed. First, our results show that only a minority of VET adults perform at a high level. Second, there seems to be substantial variation between countries with respect to the proportion of VET adults that can be identified as “at-risk” or “weak” performers. For the future, our findings indicate the variations that can be used as a starting point to identify beneficial VET approaches.

  13. Teacher education as design: technology-rich learning environments and trajectories

    Directory of Open Access Journals (Sweden)

    Andreas Lund

    2014-11-01

    Full Text Available Traditional school subjects are being challenged by the accelerating production and development of knowledge in all domains. This creates a need to educate student teachers not only to appropriate existing practices but to be prepared to take the initiative in designing and developing new ones. This paper examines the challenges that confront teacher education when both the amount of information and its complexity are increasing due to the growing use of technology. We argue first that we need a richer view of technology than is often found in decision documents and in some of the didactics literature. We then introduce the concept of design as both an analytical and a didactic concept that links technology-rich environments and learning trajectories to knowledge development. From an activity-theoretical perspective, we approach the notion of design as a key component in teacher education and consider how it materializes through the use of a wiki, and in a new type of exam. The aim is to contribute to enhancing the quality of teacher education by making visible some of the more underlying qualities of what professional ICT competence can entail.

  14. Person-Oriented Approaches to Profiling Learners in Technology-Rich Learning Environments for Ecological Learner Modeling

    Science.gov (United States)

    Jang, Eunice Eunhee; Lajoie, Susanne P.; Wagner, Maryam; Xu, Zhenhua; Poitras, Eric; Naismith, Laura

    2017-01-01

    Technology-rich learning environments (TREs) provide opportunities for learners to engage in complex interactions involving a multitude of cognitive, metacognitive, and affective states. Understanding learners' distinct learning progressions in TREs demand inquiry approaches that employ well-conceived theoretical accounts of these multiple facets.…

  15. Teacher roles in designing technology-rich learning activities for early literacy: a cross-case analysis

    NARCIS (Netherlands)

    Cviko, A.; McKenney, S.; Voogt, J.

    2014-01-01

    The present study aims to provide insight into the value of different teacher roles in designing and implementing technology-rich learning activities for early literacy. Three cases, each with a different teacher role (executor-only, re-designer, co-designer) were examined. In the executor-only

  16. Teacher roles in designing technology-rich learning activities for early literacy: A cross-case analysis

    NARCIS (Netherlands)

    Cviko, Amina; McKenney, Susan; Voogt, Joke

    2014-01-01

    The present study aims to provide insight into the value of different teacher roles in designing and implementing technology-rich learning activities for early literacy. Three cases, each with a different teacher role (executor-only, re-designer, co-designer) were examined. In the executor-only

  17. Collaborative Teacher Inquiry as a Tool for Building Theory on the Development and Use of Rich Mathematical Tasks

    Science.gov (United States)

    Slavit, David; Nelson, Tamara Holmlund

    2010-01-01

    This article describes the collaborative inquiry activity of a group of high school mathematics teachers interested in increasing student engagement and problem solving in the classroom. Specific findings related to the nature of the teacher interactions and subsequent impacts on practice are discussed. The findings focus on (a) the nature of the…

  18. ACC Neuro-over-Connectivity Is Associated with Mathematically Modeled Additional Encoding Operations of Schizophrenia Stroop-Task Performance

    OpenAIRE

    Taylor, Reggie; Th?berge, Jean; Williamson, Peter C.; Densmore, Maria; Neufeld, Richard W. J.

    2016-01-01

    Functional magnetic resonance imaging at 7.0 Tesla was undertaken among Schizophrenia participants (Sz), and clinical (major mood disorder; MDD) and healthy controls (HC), during performance of the Stoop task. Stroop conditions included congruent and incongruent word color items, color-only items, and word-only items. Previous modeling results extended to this most widely used selective-attention task. All groups executed item-encoding operations (subprocesses of the item encoding process) at...

  19. Development of 4D mathematical observer models for the task-based evaluation of gated myocardial perfusion SPECT

    Science.gov (United States)

    Lee, Taek-Soo; Frey, Eric C.; Tsui, Benjamin M. W.

    2015-04-01

    This paper presents two 4D mathematical observer models for the detection of motion defects in 4D gated medical images. Their performance was compared with results from human observers in detecting a regional motion abnormality in simulated 4D gated myocardial perfusion (MP) SPECT images. The first 4D mathematical observer model extends the conventional channelized Hotelling observer (CHO) based on a set of 2D spatial channels and the second is a proposed model that uses a set of 4D space-time channels. Simulated projection data were generated using the 4D NURBS-based cardiac-torso (NCAT) phantom with 16 gates/cardiac cycle. The activity distribution modelled uptake of 99mTc MIBI with normal perfusion and a regional wall motion defect. An analytical projector was used in the simulation and the filtered backprojection (FBP) algorithm was used in image reconstruction followed by spatial and temporal low-pass filtering with various cut-off frequencies. Then, we extracted 2D image slices from each time frame and reorganized them into a set of cine images. For the first model, we applied 2D spatial channels to the cine images and generated a set of feature vectors that were stacked for the images from different slices of the heart. The process was repeated for each of the 1,024 noise realizations, and CHO and receiver operating characteristics (ROC) analysis methodologies were applied to the ensemble of the feature vectors to compute areas under the ROC curves (AUCs). For the second model, a set of 4D space-time channels was developed and applied to the sets of cine images to produce space-time feature vectors to which the CHO methodology was applied. The AUC values of the second model showed better agreement (Spearman’s rank correlation (SRC) coefficient = 0.8) to human observer results than those from the first model (SRC coefficient = 0.4). The agreement with human observers indicates the proposed 4D mathematical observer model provides a good predictor of the

  20. Development of 4D mathematical observer models for the task-based evaluation of gated myocardial perfusion SPECT

    International Nuclear Information System (INIS)

    Lee, Taek-Soo; Frey, Eric C; Tsui, Benjamin M W

    2015-01-01

    This paper presents two 4D mathematical observer models for the detection of motion defects in 4D gated medical images. Their performance was compared with results from human observers in detecting a regional motion abnormality in simulated 4D gated myocardial perfusion (MP) SPECT images. The first 4D mathematical observer model extends the conventional channelized Hotelling observer (CHO) based on a set of 2D spatial channels and the second is a proposed model that uses a set of 4D space-time channels. Simulated projection data were generated using the 4D NURBS-based cardiac-torso (NCAT) phantom with 16 gates/cardiac cycle. The activity distribution modelled uptake of 99m Tc MIBI with normal perfusion and a regional wall motion defect. An analytical projector was used in the simulation and the filtered backprojection (FBP) algorithm was used in image reconstruction followed by spatial and temporal low-pass filtering with various cut-off frequencies. Then, we extracted 2D image slices from each time frame and reorganized them into a set of cine images. For the first model, we applied 2D spatial channels to the cine images and generated a set of feature vectors that were stacked for the images from different slices of the heart. The process was repeated for each of the 1,024 noise realizations, and CHO and receiver operating characteristics (ROC) analysis methodologies were applied to the ensemble of the feature vectors to compute areas under the ROC curves (AUCs). For the second model, a set of 4D space-time channels was developed and applied to the sets of cine images to produce space-time feature vectors to which the CHO methodology was applied. The AUC values of the second model showed better agreement (Spearman’s rank correlation (SRC) coefficient = 0.8) to human observer results than those from the first model (SRC coefficient = 0.4). The agreement with human observers indicates the proposed 4D mathematical observer model provides a good predictor of the

  1. Situated cognition and cognitive apprenticeship: a model for teaching and learning clinical skills in a technologically rich and authentic learning environment.

    Science.gov (United States)

    Woolley, Norman N; Jarvis, Yvonne

    2007-01-01

    The acquisition of a range of diverse clinical skills is a central feature of the pre-registration nursing curriculum. Prior to exposure to clinical practice, it is essential that learners have the opportunity to practise and develop such skills in a safe and controlled environment under the direction and supervision of clinical experts. However, the competing demands of the HE nursing curriculum coupled with an increased number of learners have resulted in a reduced emphasis on traditional apprenticeship learning. This paper presents an alternative model for clinical skills teaching that draws upon the principles of cognitive apprenticeship [Collins, A., Brown, J.S., Newman, S., 1989. Cognitive Apprenticeship: teaching the crafts of reading, writing and mathematics. In: Resnick, L.B. (Ed.) Knowing. Learning and Instruction: Essays in Honor of Robert Glaser. Lawrence Erlbaum Associates, New Jersey, pp. 453-494] and situated cognition within a technologically rich and authentic learning environment. It will show how high quality DVD materials illustrating clinical skills performed by expert practitioners have been produced and used in conjunction with CCTV and digital recording technologies to support learning within a pedagogic framework appropriate to skills acquisition. It is argued that this model not only better prepares the student for the time they will spend in the practice setting, but also lays the foundation for the development of a clinically competent practitioner with the requisite physical and cognitive skills who is fit for purpose [UKCC, 1999. Fitness for Practice: The UKCC Commission for Nursing and Midwifery Education. United Kingdom Central Council for Nursing Midwifery and Health Visiting, London].

  2. ACC Neuro-over-Connectivity Is Associated with Mathematically Modeled Additional Encoding Operations of Schizophrenia Stroop-Task Performance.

    Science.gov (United States)

    Taylor, Reggie; Théberge, Jean; Williamson, Peter C; Densmore, Maria; Neufeld, Richard W J

    2016-01-01

    Functional magnetic resonance imaging at 7.0 Tesla was undertaken among Schizophrenia participants (Sz), and clinical (major mood disorder; MDD) and healthy controls (HC), during performance of the Stoop task. Stroop conditions included congruent and incongruent word color items, color-only items, and word-only items. Previous modeling results extended to this most widely used selective-attention task. All groups executed item-encoding operations (subprocesses of the item encoding process) at the same rate (performance accuracy being similarly high throughout), thus displaying like processing capacity; Sz participants, however, employed more subprocesses for item completions than did the MDD participants, who in turn used more subprocesses than the HC group. The reduced efficiency in deploying cognitive-workload capacity among the Sz participants was paralleled by more diffuse neuroconnectivity (Blood-Oxygen-Level-Dependent co-activation) with the anterior cingulate cortex (ACC) (Broadman Area 32), spreading away from this encoding-intensive region; and by less evidence of network dissociation across Stroop conditions. Estimates of cognitive work done to accomplish item completion were greater for the Sz participants, as were estimates of entropy in both the modeled trial-latency distribution, and its associated neuro-circuitry. Findings are held to be symptom and assessment significant, and to have potential implications for clinical intervention.

  3. ACC Neuro-over-Connectivity Is Associated with Mathematically Modeled Additional Encoding Operations of Schizophrenia Stroop-Task Performance

    Science.gov (United States)

    Taylor, Reggie; Théberge, Jean; Williamson, Peter C.; Densmore, Maria; Neufeld, Richard W. J.

    2016-01-01

    Functional magnetic resonance imaging at 7.0 Tesla was undertaken among Schizophrenia participants (Sz), and clinical (major mood disorder; MDD) and healthy controls (HC), during performance of the Stoop task. Stroop conditions included congruent and incongruent word color items, color-only items, and word-only items. Previous modeling results extended to this most widely used selective-attention task. All groups executed item-encoding operations (subprocesses of the item encoding process) at the same rate (performance accuracy being similarly high throughout), thus displaying like processing capacity; Sz participants, however, employed more subprocesses for item completions than did the MDD participants, who in turn used more subprocesses than the HC group. The reduced efficiency in deploying cognitive-workload capacity among the Sz participants was paralleled by more diffuse neuroconnectivity (Blood-Oxygen-Level-Dependent co-activation) with the anterior cingulate cortex (ACC) (Broadman Area 32), spreading away from this encoding-intensive region; and by less evidence of network dissociation across Stroop conditions. Estimates of cognitive work done to accomplish item completion were greater for the Sz participants, as were estimates of entropy in both the modeled trial-latency distribution, and its associated neuro-circuitry. Findings are held to be symptom and assessment significant, and to have potential implications for clinical intervention. PMID:27695425

  4. Trajectories of Mathematics and Technology Education Pointing to Engineering Design

    Science.gov (United States)

    Daugherty, Jenny L.; Reese, George C.; Merrill, Chris

    2010-01-01

    A brief examination and comparison of mathematics and technology education provides the background for a discussion of integration. In particular, members of each field have responded to the increasing pressures to better prepare students for the technologically rich, globally competitive future. Approaches based within each discipline are varied…

  5. Mathematical modelling

    CERN Document Server

    2016-01-01

    This book provides a thorough introduction to the challenge of applying mathematics in real-world scenarios. Modelling tasks rarely involve well-defined categories, and they often require multidisciplinary input from mathematics, physics, computer sciences, or engineering. In keeping with this spirit of modelling, the book includes a wealth of cross-references between the chapters and frequently points to the real-world context. The book combines classical approaches to modelling with novel areas such as soft computing methods, inverse problems, and model uncertainty. Attention is also paid to the interaction between models, data and the use of mathematical software. The reader will find a broad selection of theoretical tools for practicing industrial mathematics, including the analysis of continuum models, probabilistic and discrete phenomena, and asymptotic and sensitivity analysis.

  6. Contrasts in Mathematical Challenges in A-Level Mathematics and Further Mathematics, and Undergraduate Mathematics Examinations

    Science.gov (United States)

    Darlington, Ellie

    2014-01-01

    This article describes part of a study which investigated the role of questions in students' approaches to learning mathematics at the secondary-tertiary interface, focussing on the enculturation of students at the University of Oxford. Use of the Mathematical Assessment Task Hierarchy taxonomy revealed A-level Mathematics and Further Mathematics…

  7. Beyond "Doing" Mathematics: Engaging Talented Students in Mathematically Creative Writing

    Science.gov (United States)

    Firmender, Janine M.; Dilley, Anna; Amspaugh, Christina; Field, Kathryn; LeMay, Steven; Casa, Tutita M.

    2017-01-01

    With recent increased attention to engaging students in written mathematical communication, the Elementary Mathematical Writing Task Force has recommended specific types of and purposes for mathematical writing with the ultimate goals of communicating and reasoning: Exploratory, Informative/Explanatory, Argumentative, and Mathematically Creative.…

  8. EFFECT OF MATHEMATICS LEARNING ON THE DEVELOPMENT OF MATHEMATICS CREATIVITY

    OpenAIRE

    Dr. Jyoti Sharma

    2017-01-01

    The paper presents an empirical study done in Indian classrooms to understand the effect of mathematics learning experiences on the development of mathematics creativity. The study was designed in two stages, at stage I, it was planned to find out scope, practice and promotion of creative thinking in mathematics classroom; teachers’ own engagements with creative mathematical task and teachers’ attitude towards mathematics creativity. Stage II was designed to find out responses of students and...

  9. THE CASE STUDY TASKS AS A BASIS FOR THE FUND OF THE ASSESSMENT TOOLS AT THE MATHEMATICAL ANALYSIS FOR THE DIRECTION 01.03.02 APPLIED MATHEMATICS AND COMPUTER SCIENCE

    Directory of Open Access Journals (Sweden)

    Dina Aleksandrovna Kirillova

    2015-12-01

    Full Text Available The modern reform of the Russian higher education involves the implementation of competence-based approach, the main idea of which is the practical orientation of education. Mathematics is a universal language of description, modeling and studies of phenomena and processes of different nature. Therefore creating the fund of assessment tools for mathematical disciplines based on the applied problems is actual. The case method is the most appropriate mean of monitoring the learning outcomes, it is aimed at bridging the gap between theory and practice.The aim of the research is the development of methodical materials for the creating the fund of assessment tools that are based on the case-study for the mathematical analisis for direction «Applied Mathematics and Computer Science». The aim follows from the contradiction between the need for the introduction of case-method in the educational process in high school and the lack of study of the theoretical foundations of using of this method as applied to mathematical disciplines, insufficient theoretical basis and the description of the process of creating case-problems for use their in the monitoring of the learning outcomes.

  10. Mathematics for operations research

    CERN Document Server

    1994-01-01

    Effective procedures for mathematical tasks in many fields: resolving linear independence, finding null spaces and factors of matrices; differentiating vectors and matrices by chain rule, many more. Techniques illustrated in examples. 1,300 problems. 1978 edition.

  11. Mathematical analysis in India

    Indian Academy of Sciences (India)

    Mathematics being too vast a canvas, this writing has been broken down further into sub-disciplines. More speci- fically, regarding work in mathematical analysis, three people – namely Alladi Sitaram, V S Sunder and M Vanninathan – were entrusted with the task of coming up with something representative, subject to some ...

  12. Mathematical Giftedness: A Creative Scenario

    Science.gov (United States)

    Sharma, Yogesh

    2013-01-01

    Identification and development of giftedness is a major task of mathematics teachers worldwide. An early identification of gifted children in mathematics can have a number of benefits, like, providing opportunities for the nourishment of their talent, saving them from burnout, and proper utilisation of mathematical talent in future. As creativity…

  13. Early Mathematics Fluency with CCSSM

    Science.gov (United States)

    Matney, Gabriel T.

    2014-01-01

    To develop second-grade students' confidence and ease, this author presents examples of learning tasks (Number of the Day, Word Problem Solving, and Modeling New Mathematical Ideas) that align with Common Core State Standards for Mathematics and that build mathematical fluency to promote students' creative expression of mathematical…

  14. Mathematical Competences

    DEFF Research Database (Denmark)

    Westphael, Henning; Mogensen, Arne

    2013-01-01

    In this article we present the notion of Mathematical competences as a tool to describe the mathematically gifted students.......In this article we present the notion of Mathematical competences as a tool to describe the mathematically gifted students....

  15. Assessing student understanding of sound waves and trigonometric reasoning in a technology-rich, project-enhanced environment

    Science.gov (United States)

    Wilhelm, Jennifer Anne

    This case study examined what student content understanding could occur in an inner city Industrial Electronics classroom located at Tree High School where project-based instruction, enhanced with technology, was implemented for the first time. Students participated in a project implementation unit involving sound waves and trigonometric reasoning. The unit was designed to foster common content learning (via benchmark lessons) by all students in the class, and to help students gain a deeper conceptual understanding of a sub-set of the larger content unit (via group project research). The objective goal of the implementation design unit was to have students gain conceptual understanding of sound waves, such as what actually waves in a wave, how waves interfere with one another, and what affects the speed of a wave. This design unit also intended for students to develop trigonometric reasoning associated with sinusoidal curves and superposition of sinusoidal waves. Project criteria within this design included implementation features, such as the need for the student to have a driving research question and focus, the need for benchmark lessons to help foster and scaffold content knowledge and understanding, and the need for project milestones to complete throughout the implementation unit to allow students the time for feedback and revision. The Industrial Electronics class at Tree High School consisted of nine students who met daily during double class periods giving 100 minutes of class time per day. The class teacher had been teaching for 18 years (mathematics, physics, and computer science). He had a background in engineering and experience teaching at the college level. Benchmark activities during implementation were used to scaffold fundamental ideas and terminology needed to investigate characteristics of sound and waves. Students participating in benchmark activities analyzed motion and musical waveforms using probeware, and explored wave phenomena using waves

  16. Teaching Middle-Grades Mathematics through Financial Literacy

    Science.gov (United States)

    Crawford-Ferre, Heather Glynn; Wiest, Lynda R.; Vega, Stephanie

    2016-01-01

    Because financial literacy is an important skill for middle-grades students, this article suggests numerous personal financial literacy tasks for use in the mathematics classroom. Also provided are specifics for implementing one of these tasks to address mathematical content.

  17. Characterizing Students' Understandings of Mathematical Proof.

    Science.gov (United States)

    Knuth, Eric J.; Elliott, Rebekah L.

    1998-01-01

    Discusses the characteristics of students' responses in terms of mathematical sophistication demonstrated that might be expected as they engage in a rich mathematical task that requires them to justify their solutions. (ASK)

  18. Mathematical Footprints Discovering Mathematics Everywhere

    CERN Document Server

    Pappas, Theoni

    1999-01-01

    MATHEMATICAL FOOTPRINTS takes a creative look at the role mathematics has played since prehistoric times, and will play in the future, and uncovers mathematics where you least expect to find it from its many uses in medicine, the sciences, and its appearance in art to its patterns in nature and its central role in the development of computers. Pappas presents mathematical ideas in a readable non-threatening manner. MATHEMATICAL FOOTPRINTS is another gem by the creator of THE MATHEMATICS CALENDAR and author of THE JOY OF MATHEMATICS. "Pappas's books have been gold mines of mathematical ent

  19. A Preservice Mathematics Teacher's Beliefs about Teaching Mathematics with Technology

    Science.gov (United States)

    Belbase, Shashidhar

    2015-01-01

    This paper analyzed a preservice mathematics teacher's beliefs about teaching mathematics with technology. The researcher used five semi-structured task-based interviews in the problematic contexts of teaching fraction multiplications with JavaBars, functions and limits, and geometric transformations with Geometer's Sketchpad, and statistical data…

  20. Literacy, Numeracy, and Problem Solving in Technology-Rich Environments among U.S. Adults: Results from the Program for the International Assessment of Adult Competencies 2012. Appendix D: Standard Error Tables. First Look. NCES 2014-008

    Science.gov (United States)

    National Center for Education Statistics, 2013

    2013-01-01

    This paper provides Appendix D, Standard Error tables, for the full report, entitled. "Literacy, Numeracy, and Problem Solving in Technology-Rich Environments among U.S. Adults: Results from the Program for the International Assessment of Adult Competencies 2012. First Look. NCES 2014-008." The full report presents results of the Program…

  1. Mathematical bridges

    CERN Document Server

    Andreescu, Titu; Tetiva, Marian

    2017-01-01

    Building bridges between classical results and contemporary nonstandard problems, Mathematical Bridges embraces important topics in analysis and algebra from a problem-solving perspective. Blending old and new techniques, tactics and strategies used in solving challenging mathematical problems, readers will discover numerous genuine mathematical gems throughout that will heighten their appreciation of the inherent beauty of mathematics. Most of the problems are original to the authors and are intertwined in a well-motivated exposition driven by representative examples. The book is structured to assist the reader in formulating and proving conjectures, as well as devising solutions to important mathematical problems by making connections between various concepts and ideas from different areas of mathematics. Instructors and educators teaching problem-solving courses or organizing mathematics clubs, as well as motivated mathematics students from high school juniors to college seniors, will find Mathematical Bri...

  2. Mathematics disorder

    Science.gov (United States)

    ... this page: //medlineplus.gov/ency/article/001534.htm Mathematics disorder To use the sharing features on this page, please enable JavaScript. Mathematics disorder is a condition in which a child's ...

  3. A cross-cultural validation of the Technology-Rich Outcomes-Focused Learning Environment Inventory (TROFLEI) in Turkey and the USA

    Science.gov (United States)

    Welch, Anita G.; Cakir, Mustafa; Peterson, Claudette M.; Ray, Chris M.

    2012-04-01

    Background . Studies exploring the relationship between students' achievement and the quality of the classroom learning environments have shown that there is a strong relationship between these two concepts. Learning environment instruments are constantly being revised and updated, including for use in different cultures, which requires continued validation efforts. Purpose The purpose of this study was to establish cross-cultural reliability and validity of the Technology-Rich Outcomes-Focused Learning Environment Inventory (TROFLEI) in both Turkey and the USA. Sample Approximately 980 students attending grades 9-12 in Turkey and 130 students attending grades 9-12 in the USA participated in the study. Design and method Scale reliability analyses and confirmatory factor analysis (CFA) were performed separately for Turkish and US participants for both actual and preferred responses to each scale to confirm the structure of the TROFLEI across these two distinct samples. Results Cronbach's alpha reliability coefficients, ranging from α = 0.820 to 0.931 for Turkish participants and from α = 0.778 to 0.939 for US participants, indicated that all scales have satisfactory internal consistency for both samples. Confirmatory factor analyses resulted in evidence of adequate model fit across both samples for both actual and preferred responses, with the root mean square error of approximation ranging from 0.052 to 0.057 and the comparative fit index ranging from 0.920 to 0.982. Conclusions This study provides initial evidence that the TROFLEI is valid for use in both the Turkish and US high-school populations (grades 9-12). However, the psychometric properties should be examined further with different populations, such as middle-school students (grades 6-8).

  4. Mathematical Chemistry

    OpenAIRE

    Trinajstić, Nenad; Gutman, Ivan

    2002-01-01

    A brief description is given of the historical development of mathematics and chemistry. A path leading to the meeting of these two sciences is described. An attempt is made to define mathematical chemistry, and journals containing the term mathematical chemistry in their titles are noted. In conclusion, the statement is made that although chemistry is an experimental science aimed at preparing new compounds and materials, mathematics is very useful in chemistry, among other things, to produc...

  5. Selecting and Sequencing Mathematics Tasks: Seeking Mathematical Knowledge for Teaching

    Science.gov (United States)

    Galant, Jaamia

    2013-01-01

    In this article, I present an initial analysis of an empirical study that was undertaken in an attempt to elicit what subject-matter knowledge, pedagogic content knowledge and curriculum knowledge teachers bring to bear on decisions for teaching. The analysis is based on interview data with 46 Grade 3 teachers, who were presented with two…

  6. Mathematics Connection

    African Journals Online (AJOL)

    ... and JHS teachers toward mathematics, both upper primary and JHS teachers were found to have significantly more positive attitudes toward mathematics than the lower primary teachers. The study recommended the need to encourage lower primary school teachers to develop more positive attitudes toward mathematics.

  7. Discrete Mathematics

    DEFF Research Database (Denmark)

    Sørensen, John Aasted

    2011-01-01

    The objectives of Discrete Mathematics (IDISM2) are: The introduction of the mathematics needed for analysis, design and verification of discrete systems, including the application within programming languages for computer systems. Having passed the IDISM2 course, the student will be able...... to accomplish the following: -Understand and apply formal representations in discrete mathematics. -Understand and apply formal representations in problems within discrete mathematics. -Understand methods for solving problems in discrete mathematics. -Apply methods for solving problems in discrete mathematics......; construct a finite state machine for a given application. Apply these concepts to new problems. The teaching in Discrete Mathematics is a combination of sessions with lectures and students solving problems, either manually or by using Matlab. Furthermore a selection of projects must be solved and handed...

  8. Mathematical modelling

    DEFF Research Database (Denmark)

    Blomhøj, Morten

    2004-01-01

    modelling, however, can be seen as a practice of teaching that place the relation between real life and mathematics into the centre of teaching and learning mathematics, and this is relevant at all levels. Modelling activities may motivate the learning process and help the learner to establish cognitive......Developing competences for setting up, analysing and criticising mathematical models are normally seen as relevant only from and above upper secondary level. The general belief among teachers is that modelling activities presuppose conceptual understanding of the mathematics involved. Mathematical...... roots for the construction of important mathematical concepts. In addition competences for setting up, analysing and criticising modelling processes and the possible use of models is a formative aim in this own right for mathematics teaching in general education. The paper presents a theoretical...

  9. Mathematical Modeling and Pure Mathematics

    Science.gov (United States)

    Usiskin, Zalman

    2015-01-01

    Common situations, like planning air travel, can become grist for mathematical modeling and can promote the mathematical ideas of variables, formulas, algebraic expressions, functions, and statistics. The purpose of this article is to illustrate how the mathematical modeling that is present in everyday situations can be naturally embedded in…

  10. Effects of Mathematics Anxiety and Mathematical Metacognition on Word Problem Solving in Children with and without Mathematical Learning Difficulties

    Science.gov (United States)

    Lai, Yinghui; Zhu, Xiaoshuang; Chen, Yinghe; Li, Yanjun

    2015-01-01

    Mathematics is one of the most objective, logical, and practical academic disciplines. Yet, in addition to cognitive skills, mathematical problem solving also involves affective factors. In the current study, we first investigated effects of mathematics anxiety (MA) and mathematical metacognition on word problem solving (WPS). We tested 224 children (116 boys, M = 10.15 years old, SD = 0.56) with the Mathematics Anxiety Scale for Children, the Chinese Revised-edition Questionnaire of Pupil’s Metacognitive Ability in Mathematics, and WPS tasks. The results indicated that mathematical metacognition mediated the effect of MA on WPS after controlling for IQ. Second, we divided the children into four mathematics achievement groups including high achieving (HA), typical achieving (TA), low achieving (LA), and mathematical learning difficulty (MLD). Because mathematical metacognition and MA predicted mathematics achievement, we compared group differences in metacognition and MA with IQ partialled out. The results showed that children with MLD scored lower in self-image and higher in learning mathematics anxiety (LMA) than the TA and HA children, but not in mathematical evaluation anxiety (MEA). MLD children’s LMA was also higher than that of their LA counterparts. These results provide insight into factors that may mediate poor WPS performance which emerges under pressure in mathematics. These results also suggest that the anxiety during learning mathematics should be taken into account in mathematical learning difficulty interventions. PMID:26090806

  11. Effects of Mathematics Anxiety and Mathematical Metacognition on Word Problem Solving in Children with and without Mathematical Learning Difficulties.

    Science.gov (United States)

    Lai, Yinghui; Zhu, Xiaoshuang; Chen, Yinghe; Li, Yanjun

    2015-01-01

    Mathematics is one of the most objective, logical, and practical academic disciplines. Yet, in addition to cognitive skills, mathematical problem solving also involves affective factors. In the current study, we first investigated effects of mathematics anxiety (MA) and mathematical metacognition on word problem solving (WPS). We tested 224 children (116 boys, M = 10.15 years old, SD = 0.56) with the Mathematics Anxiety Scale for Children, the Chinese Revised-edition Questionnaire of Pupil's Metacognitive Ability in Mathematics, and WPS tasks. The results indicated that mathematical metacognition mediated the effect of MA on WPS after controlling for IQ. Second, we divided the children into four mathematics achievement groups including high achieving (HA), typical achieving (TA), low achieving (LA), and mathematical learning difficulty (MLD). Because mathematical metacognition and MA predicted mathematics achievement, we compared group differences in metacognition and MA with IQ partialled out. The results showed that children with MLD scored lower in self-image and higher in learning mathematics anxiety (LMA) than the TA and HA children, but not in mathematical evaluation anxiety (MEA). MLD children's LMA was also higher than that of their LA counterparts. These results provide insight into factors that may mediate poor WPS performance which emerges under pressure in mathematics. These results also suggest that the anxiety during learning mathematics should be taken into account in mathematical learning difficulty interventions.

  12. Learning higher mathematics

    CERN Document Server

    Pontrjagin, Lev Semenovič

    1984-01-01

    Lev Semenovic Pontrjagin (1908) is one of the outstanding figures in 20th century mathematics. In a long career he has made fundamental con­ tributions to many branches of mathematics, both pure and applied. He has received every honor that a grateful government can bestow. Though in no way constrained to do so, he has through the years taught mathematics courses at Moscow State University. In the year 1975 he set himself the task of writing a series of books on secondary school and beginning university mathematics. In his own words, "I wished to set forth the foundations of higher mathematics in a form that would have been accessible to myself as a lad, but making use of all my experience as a scientist and a teacher, ac­ cumulated over many years. " The present volume is a translation of the first two out of four moderately sized volumes on this theme planned by Pro­ fessor Pontrjagin. The book begins at the beginning of modern mathematics, analytic ge­ ometry in the plane and 3-dimensional space. Refin...

  13. Executing and teaching science---The breast cancer genetics and technology-rich curriculum professional development studies of a science educator

    Science.gov (United States)

    Wragg, Regina E.

    This dissertation presents my explorations in both molecular biology and science education research. In study one, we determined the ADIPOQ and ADIPORI genotypes of 364 White and 148 Black BrCa patients and used dominant model univariate logistic regression analyses to determine individual SNP and haplotype associations with tumor or patient characteristics in a case-case comparison. We found twelve associations between individual SNPs and patient or tumor characteristics that impact BrCa prognosis. For example, the ADIPOQ rs1501299 C allele was associated with ER+ tumors (OR=4.73, p=0.001) among White women >50 years of age at their time of diagnosis. Also, the A allele was more frequent in the Black patient population among whom more aggressive subtypes are common. Similarly, the ADIPORI rs12733285 T allele was associated with both PR+ and ER+ tumors. (OR=2.18 p=0.001; OR=1.88 p=0.019, respectively). Our data suggest that several polymorphisms individually or as specific ADIPOQ and ADIPOR1 haplotypes are associated with tumor characteristics that impact prognosis in BrCa patients. Thus, genotyping additional groups of patients for these SNPs could offer insight into the involvement of adiponectin signaling allele variance in BrCa outcomes. In our second study, we examined 1) how teachers' beliefs about themselves and their students influence the fidelity of implementation of their enactment of a technology-rich curriculum, and 2) how professional development support during the enactment leads to changes in teacher beliefs. From the analysis of two teachers' experiences through interviews, surveys, journal entries, and video recordings of their enactments, several different themes were identified. For example, teachers' beliefs regarding students' ability to learn using the curriculum influenced the fidelity of implementation and student learning. These observations led to the development of a model of professional development that would promote faithful

  14. What Software to Use in the Teaching of Mathematical Subjects?

    Science.gov (United States)

    Berežný, Štefan

    2015-01-01

    We can consider two basic views, when using mathematical software in the teaching of mathematical subjects. First: How to learn to use specific software for the specific tasks, e. g., software Statistica for the subjects of Applied statistics, probability and mathematical statistics, or financial mathematics. Second: How to learn to use the…

  15. Understanding Prospective Teachers' Mathematical Modeling Processes in the Context of a Mathematical Modeling Course

    Science.gov (United States)

    Zeytun, Aysel Sen; Cetinkaya, Bulent; Erbas, Ayhan Kursat

    2017-01-01

    This paper investigates how prospective teachers develop mathematical models while they engage in modeling tasks. The study was conducted in an undergraduate elective course aiming to improve prospective teachers' mathematical modeling abilities, while enhancing their pedagogical knowledge for the integrating of modeling tasks into their future…

  16. Using Components of Mathematical Ability for Initial Development and Identification of Mathematically Promising Students

    Science.gov (United States)

    Vilkomir, T.; O'Donoghue, J.

    2009-01-01

    Kruteskii's work on the mathematical abilities of school children is a seminal work on the nature of mathematical ability. However, the task of developing methods for the practical application of his work is still a significant problem in mathematics education. The authors have developed a practical application of Kruteskii's approach to the…

  17. Primary Mathematics Trainee Teacher Confidence and Its Relationship to Mathematical Knowledge

    Science.gov (United States)

    Norton, Stephen J.

    2017-01-01

    The purpose of this paper is to examine trainee primary school teachers' confidence in their mathematical content knowledge (MCK) and confidence to teach specific primary mathematics concepts (mathematics pedagogical content knowledge --MPCK) which was correlated to their actual MCK on specific tasks. For this correlational study survey and test…

  18. Mathematics everywhere

    CERN Document Server

    Aigner, Martin; Spain, Philip G

    2010-01-01

    Mathematics is all around us. Often we do not realize it, though. Mathematics Everywhere is a collection of presentations on the role of mathematics in everyday life, through science, technology, and culture. The common theme is the unique position of mathematics as the art of pure thought and at the same time as a universally applicable science. The authors are renowned mathematicians; their presentations cover a wide range of topics. From compact discs to the stock exchange, from computer tomography to traffic routing, from electronic money to climate change, they make the "math inside" unde

  19. Mathematical scandals

    CERN Document Server

    Pappas, Theoni

    1997-01-01

    In this highly readable volume of vignettes of mathematical scandals and gossip, Theoni Pappas assembles 29 fascinating stories of intrigue and the bizarre ? in short, the human background of the history of mathematics. Might a haberdasher have changed Einstein's life? Why was the first woman mathematician murdered? How come there's no Nobel Prize in mathematics?Mathematics is principally about numbers, equations, and solutions, all of them precise and timeless. But, behind this arcane matter lies the sometimes sordid world of real people, whose rivalries and deceptions

  20. Financial mathematics

    CERN Document Server

    Jothi, A Lenin

    2009-01-01

    Financial services, particularly banking and insurance services is the prominent sector for the development of a nation. After the liberalisation of financial sector in India, the scope of getting career opportunities has been widened. It is heartening to note that various universities in India have introduced professional courses on banking and insurance. A new field of applied mathematics has come into prominence under the name of Financial Mathematics. Financial mathematics has attained much importance in the recent years because of the role played by mathematical concepts in decision - m

  1. Experimental Mathematics and Mathematical Physics

    Energy Technology Data Exchange (ETDEWEB)

    Bailey, David H.; Borwein, Jonathan M.; Broadhurst, David; Zudilin, Wadim

    2009-06-26

    One of the most effective techniques of experimental mathematics is to compute mathematical entities such as integrals, series or limits to high precision, then attempt to recognize the resulting numerical values. Recently these techniques have been applied with great success to problems in mathematical physics. Notable among these applications are the identification of some key multi-dimensional integrals that arise in Ising theory, quantum field theory and in magnetic spin theory.

  2. Mathematics 2

    CERN Document Server

    Kodaira, Kunihiko

    1996-01-01

    This is the translation from the Japanese textbook for the grade 11 course, "General Mathematics". It is part of the easier of the three elective courses in mathematics offered at this level and is taken by about 40% of students. The book covers basic notions of probability and statistics, vectors, exponential, logarithmic, and trigonometric functions, and an introduction to differentiation and integration.

  3. Mathematical logic

    CERN Document Server

    Kleene, Stephen Cole

    1967-01-01

    Undergraduate students with no prior instruction in mathematical logic will benefit from this multi-part text. Part I offers an elementary but thorough overview of mathematical logic of 1st order. Part II introduces some of the newer ideas and the more profound results of logical research in the 20th century. 1967 edition.

  4. Mathematical psychology.

    Science.gov (United States)

    Batchelder, William H

    2010-09-01

    Mathematical psychology is a sub-field of psychology that started in the 1950s and has continued to grow as an important contributor to formal psychological theory, especially in the cognitive areas of psychology such as learning, memory, classification, choice response time, decision making, attention, and problem solving. In addition, there are several scientific sub-areas that were originated by mathematical psychologists such as the foundations of measurement, stochastic memory models, and psychologically motivated reformulations of expected utility theory. Mathematical psychology does not include all uses of mathematics and statistics in psychology, and indeed there is a long history of such uses especially in the areas of perception and psychometrics. What is most unique about mathematical psychology is its approach to theory construction. While accepting the behaviorist dictum that the data in psychology must be observable and replicable, mathematical models are specified in terms of unobservable formal constructs that can predict detailed aspects of data across multiple experimental and natural settings. By now almost all the substantive areas of cognitive and experimental psychology have formal mathematical models and theories, and many of these are due to researchers that identify with mathematical psychology. Copyright © 2010 John Wiley & Sons, Ltd. For further resources related to this article, please visit the WIREs website. Copyright © 2010 John Wiley & Sons, Ltd.

  5. Mathematics unbound

    CERN Document Server

    Parshall, Karen Hunger

    2002-01-01

    Although today's mathematical research community takes its international character very much for granted, this "global nature" is relatively recent, having evolved over a period of roughly 150 years-from the beginning of the nineteenth century to the middle of the twentieth century. During this time, the practice of mathematics changed from being centered on a collection of disparate national communities to being characterized by an international group of scholars for whom the goal of mathematical research and cooperation transcended national boundaries. Yet, the development of an international community was far from smooth and involved obstacles such as war, political upheaval, and national rivalries. Until now, this evolution has been largely overlooked by historians and mathematicians alike. This book addresses the issue by bringing together essays by twenty experts in the history of mathematics who have investigated the genesis of today's international mathematical community. This includes not only develo...

  6. VEDIC MATHEMATICS

    Directory of Open Access Journals (Sweden)

    Sead Rešić

    2015-09-01

    Full Text Available It is very difficult to motivate students when it comes to a school subject like Mathematics. Teachers spend a lot of time trying to find something that will arouse interest in students. It is particularly difficult to find materials that are motivating enough for students that they eagerly wait for the next lesson. One of the solutions may be found in Vedic Mathematics. Traditional methods of teaching Mathematics create fear of this otherwise interesting subject in the majority of students. Fear increases failure. Often the traditional, conventional mathematical methods consist of very long lessons which are difficult to understand. Vedic Mathematics is an ancient system that is very flexible and encourages the development of intuition and innovation. It is a mental calculating tool that does not require a calculator because the calculator is embedded in each of us. Starting from the above problems of fear and failure in Mathematics, the goal of this paper is to do research with the control and the experimental group and to compare the test results. Two tests should be done for each of the groups. The control group would do the tests in the conventional way. The experimental group would do the first test in a conventional manner and then be subjected to different treatment, that is to say, be taught on the basis of Vedic Mathematics. After that, the second group would do the second test according to the principles of Vedic Mathematics. Expectations are that after short lectures on Vedic mathematics results of the experimental group would improve and that students will show greater interest in Mathematics.

  7. Applied mathematics

    CERN Document Server

    Logan, J David

    2013-01-01

    Praise for the Third Edition"Future mathematicians, scientists, and engineers should find the book to be an excellent introductory text for coursework or self-study as well as worth its shelf space for reference." -MAA Reviews Applied Mathematics, Fourth Edition is a thoroughly updated and revised edition on the applications of modeling and analyzing natural, social, and technological processes. The book covers a wide range of key topics in mathematical methods and modeling and highlights the connections between mathematics and the applied and nat

  8. Engineering mathematics

    CERN Document Server

    Bird, John

    2014-01-01

    A practical introduction to the core mathematics required for engineering study and practiceNow in its seventh edition, Engineering Mathematics is an established textbook that has helped thousands of students to succeed in their exams.John Bird's approach is based on worked examples and interactive problems. This makes it ideal for students from a wide range of academic backgrounds as the student can work through the material at their own pace. Mathematical theories are explained in a straightforward manner, being supported by practical engineering examples and applications in order to ensure

  9. Speed mathematics

    CERN Document Server

    Handley, Bill

    2012-01-01

    This new, revised edition of the bestselling Speed Mathematics features new chapters on memorising numbers and general information, calculating statistics and compound interest, square roots, logarithms and easy trig calculations. Written so anyone can understand, this book teaches simple strategies that will enable readers to make lightning-quick calculations. People who excel at mathematics use better strategies than the rest of us; they are not necessarily more intelligent. With Speed Mathematics you'll discover methods to make maths easy and fun. This book is perfect for stud

  10. Relationship between Mathematics Anxiety and Mathematics ...

    African Journals Online (AJOL)

    Relationship between Mathematics Anxiety and Mathematics Achievement of Junior Secondary School Students in Maiduguri Metropolis, Borno State, Nigeria. ... Journal of Educational Foundations ... Fear of failure in mathematics test and examination was the main reason why students were anxious of mathematics.

  11. Promoting Reasoning through the Magic V Task

    Science.gov (United States)

    Bragg, Leicha A.; Widjaja, Wanty; Loong, Esther Yook-Kin; Vale, Colleen; Herbert, Sandra

    2015-01-01

    Reasoning in mathematics plays a critical role in developing mathematical understandings. In this article, Bragg, Loong, Widjaja, Vale & Herbert explore an adaptation of the Magic V Task and how it was used in several classrooms to promote and develop reasoning skills.

  12. Screening for mathematical disabilities in kindergarten.

    Science.gov (United States)

    Stock, Pieter; Desoete, Annemie; Roeyers, Herbert

    2009-01-01

    This article is devoted to the potential early markers for mathematical learning disabilities in kindergarten in order to prevent children from falling further behind and from developing unrecognized mathematical disabilities later on. Performances in preparatory arithmetic tasks were studied in 361 kindergartners focusing on differences between children at risk for mathematical disabilities and children who were at least moderately achieving in numerical arithmetic tasks. Evidence was found for several markers in kindergarten. Children at risk had lower scores on procedural counting knowledge, conceptual counting knowledge, seriation, classification, conservation and magnitude comparison tasks. Based on these kindergarten abilities, 77% of children who were at risk for mathematical disabilities could be detected. Procedural and conceptual counting knowledge, seriation and classification skills and magnitude comparison abilities could possibly serve as powerful early screeners in the detection of mathematical disabilities.

  13. A Population of Assessment Tasks

    Science.gov (United States)

    Daro, Phil; Burkhardt, Hugh

    2012-01-01

    We propose the development of a "population" of high-quality assessment tasks that cover the performance goals set out in the "Common Core State Standards for Mathematics." The population will be published. Tests are drawn from this population as a structured random sample guided by a "balancing algorithm."

  14. Mathematical physiology

    CERN Document Server

    Sneyd, James

    2009-01-01

    There has been a long history of interaction between mathematics and physiology. This book looks in detail at a wide selection of mathematical models in physiology, showing how physiological problems can be formulated and studied mathematically, and how such models give rise to interesting and challenging mathematical questions. With its coverage of many recent models it gives an overview of the field, while many older models are also discussed, to put the modern work in context. In this second edition the coverage of basic principles has been expanded to include such topics as stochastic differential equations, Markov models and Gibbs free energy, and the selection of models has also been expanded to include some of the basic models of fluid transport, respiration/perfusion, blood diseases, molecular motors, smooth muscle, neuroendrocine cells, the baroreceptor loop, turboglomerular oscillations, blood clotting and the retina. Owing to this extensive coverage, the second edition is published in two volumes. ...

  15. Mathematics Connection

    African Journals Online (AJOL)

    The language barrier education in Africa: The challenge of learning and teaching mathematics in a second language · EMAIL FULL TEXT EMAIL FULL TEXT DOWNLOAD FULL TEXT DOWNLOAD FULL TEXT. J Ibe, K Ekpo, O Akpan, UE Uyoata ...

  16. Mathematical modeling

    CERN Document Server

    Eck, Christof; Knabner, Peter

    2017-01-01

    Mathematical models are the decisive tool to explain and predict phenomena in the natural and engineering sciences. With this book readers will learn to derive mathematical models which help to understand real world phenomena. At the same time a wealth of important examples for the abstract concepts treated in the curriculum of mathematics degrees are given. An essential feature of this book is that mathematical structures are used as an ordering principle and not the fields of application. Methods from linear algebra, analysis and the theory of ordinary and partial differential equations are thoroughly introduced and applied in the modeling process. Examples of applications in the fields electrical networks, chemical reaction dynamics, population dynamics, fluid dynamics, elasticity theory and crystal growth are treated comprehensively.

  17. Algorithmic mathematics

    CERN Document Server

    Hougardy, Stefan

    2016-01-01

    Algorithms play an increasingly important role in nearly all fields of mathematics. This book allows readers to develop basic mathematical abilities, in particular those concerning the design and analysis of algorithms as well as their implementation. It presents not only fundamental algorithms like the sieve of Eratosthenes, the Euclidean algorithm, sorting algorithms, algorithms on graphs, and Gaussian elimination, but also discusses elementary data structures, basic graph theory, and numerical questions. In addition, it provides an introduction to programming and demonstrates in detail how to implement algorithms in C++. This textbook is suitable for students who are new to the subject and covers a basic mathematical lecture course, complementing traditional courses on analysis and linear algebra. Both authors have given this "Algorithmic Mathematics" course at the University of Bonn several times in recent years.

  18. Discrete Mathematics

    DEFF Research Database (Denmark)

    Sørensen, John Aasted

    2010-01-01

    The introduction of the mathematics needed for analysis, design and verification of discrete systems, including applications within programming languages for computer systems. Course sessions and project work. Semester: Spring 2010 Ectent: 5 ects Class size: 18......The introduction of the mathematics needed for analysis, design and verification of discrete systems, including applications within programming languages for computer systems. Course sessions and project work. Semester: Spring 2010 Ectent: 5 ects Class size: 18...

  19. Discrete Mathematics

    DEFF Research Database (Denmark)

    Sørensen, John Aasted

    2010-01-01

    The introduction of the mathematics needed for analysis, design and verification of discrete systems, including applications within programming languages for computer systems. Course sessions and project work. Semester: Autumn 2010 Ectent: 5 ects Class size: 15......The introduction of the mathematics needed for analysis, design and verification of discrete systems, including applications within programming languages for computer systems. Course sessions and project work. Semester: Autumn 2010 Ectent: 5 ects Class size: 15...

  20. Mathematics revealed

    CERN Document Server

    Berman, Elizabeth

    1979-01-01

    Mathematics Revealed focuses on the principles, processes, operations, and exercises in mathematics.The book first offers information on whole numbers, fractions, and decimals and percents. Discussions focus on measuring length, percent, decimals, numbers as products, addition and subtraction of fractions, mixed numbers and ratios, division of fractions, addition, subtraction, multiplication, and division. The text then examines positive and negative numbers and powers and computation. Topics include division and averages, multiplication, ratios, and measurements, scientific notation and estim

  1. Mathematical statistics

    CERN Document Server

    Pestman, Wiebe R

    2009-01-01

    This textbook provides a broad and solid introduction to mathematical statistics, including the classical subjects hypothesis testing, normal regression analysis, and normal analysis of variance. In addition, non-parametric statistics and vectorial statistics are considered, as well as applications of stochastic analysis in modern statistics, e.g., Kolmogorov-Smirnov testing, smoothing techniques, robustness and density estimation. For students with some elementary mathematical background. With many exercises. Prerequisites from measure theory and linear algebra are presented.

  2. Elementary Preservice Teachers' and Elementary Inservice Teachers' Knowledge of Mathematical Modeling

    Science.gov (United States)

    Schwerdtfeger, Sara

    2017-01-01

    This study examined the differences in knowledge of mathematical modeling between a group of elementary preservice teachers and a group of elementary inservice teachers. Mathematical modeling has recently come to the forefront of elementary mathematics classrooms because of the call to add mathematical modeling tasks in mathematics classes through…

  3. Inquiry-Based Mathematics Curriculum Design for Young Children-Teaching Experiment and Reflection

    Science.gov (United States)

    Wu, Su-Chiao; Lin, Fou-Lai

    2016-01-01

    A group of teacher educators and practitioners in mathematics education and early childhood education generalized a set of inquiry-based mathematics models for Taiwanese young children of ages 3-6 and designed a series of inquiry-based mathematics curriculum tasks in cultivate the children's diverse mathematical concepts and mathematical power. In…

  4. Horizons: A Mother-Daughter Mathematics Club.

    Science.gov (United States)

    Boling, Kimberly B.; Larson, Carol Novillis

    2002-01-01

    Describes a successful mother/daughter math club started by a third grade teacher which is designed to help participants increase positive feelings about mathematics; further develop problem-solving skills, especially involving construction and spatial visualization tasks; and become familiar with women's contributions to the world of mathematics.…

  5. Brain correlates of mathematical competence in processing mathematical representations

    Directory of Open Access Journals (Sweden)

    Roland H. Grabner

    2011-11-01

    Full Text Available The ability to extract numerical information from different representation formats (e.g., equations, tables, or diagrams is a key component of mathematical competence but little is known about its neural correlate. Previous studies comparing mathematically less and more competent adults have focused on mental arithmetic and reported differences in left angular gyrus activity which were interpreted to reflect differential reliance on arithmetic fact retrieval during problem solving. The aim of the present functional magnetic resonance imaging (fMRI study was to investigate the brain correlates of mathematical competence in a task requiring the processing of typical mathematical representations. Twenty-eight adults of lower and higher mathematical competence worked on a representation matching task in which they had to evaluate whether the numerical information of a symbolic equation matches that of a bar chart. Two task conditions without and one condition with arithmetic demands were administered. Both competence groups performed equally well in the non-arithmetic conditions and only differed in accuracy in the condition requiring calculation. Activation contrasts between the groups revealed consistently stronger left angular gyrus activation in the more competent individuals across all three task conditions. The finding of competence-related activation differences independently of arithmetic demands suggests that more and less competent individuals differ in a cognitive process other than arithmetic fact retrieval. Specifically, it is argued that the stronger left angular gyrus activity in the more competent adults may reflect their higher proficiency in processing mathematical symbols. Moreover, the study demonstrates competence-related parietal activation differences that were not accompanied by differential experimental performance.

  6. Perfiles estudiantiles de metas de logro, instrucciones de meta y retroalimentación externa: su efecto en el desempeño de tareas matemáticas y afectividad. Student profiles of achievement goals, goal instructions and external feedback: Their effect on mathematical task performance and affect

    Directory of Open Access Journals (Sweden)

    Fotini Dina

    2009-10-01

    mathematics and performance on mathematical tasks were also measured along with metacognitive experiences and emotions, such as interest, and liking of the tasks. Hierarchical cluster analysis revealed 8 distinct student profiles with only some of them involving achievement goal orientations. A series of MANOVAS revealed significant effects of profile and treatment on task performance, on metacognitive experiences and emotions, as well as a significant interaction of profile with treatment in the case of effort ratings.


    Key words: Achievement goal orientations, students’ profiles, feedback, metacognitive experiences, interest.

  7. Mathematical modelling in economic processes.

    Directory of Open Access Journals (Sweden)

    L.V. Kravtsova

    2008-06-01

    Full Text Available In article are considered a number of methods of mathematical modelling of economic processes and opportunities of use of spreadsheets Excel for reception of the optimum decision of tasks or calculation of financial operations with the help of the built-in functions.

  8. The Language of Mathematics Utilizing Math in Practice

    CERN Document Server

    Baber, Robert L

    2011-01-01

    A new and unique way of understanding the translation of concepts and natural language into mathematical expressions Transforming a body of text into corresponding mathematical expressions and models is traditionally viewed and taught as a mathematical problem; it is also a task that most find difficult. The Language of Mathematics: Utilizing Math in Practice reveals a new way to view this process-not as a mathematical problem, but as a translation, or language, problem. By presenting the language of mathematics explicitly and systematically, this book helps readers to learn mathematics¿and i

  9. TUTOR SUPPORT OF TEACHING MATHEMATICS WITH INFORMATION AND COMMUNICATION TECHNOLOGIES

    Directory of Open Access Journals (Sweden)

    Kateryna P. Osadcha

    2017-10-01

    Full Text Available The paper describes the tutor activity in the process of mathematics teaching support on the basis of the use of information and communication technologies (ICT. The author has analysed the available Internet resources and mobile applications in mathematics, which are classified according to their functional purposes into groups: systems of mass open courses, platforms for adaptive learning, video channels, mathematical online simulators, online tasks, mathematical games, mathematical portals, online platforms, mathematical sites, mathematical online platforms, mathematical services, mobile applications in mathematics (simulators, games, generators of example, assistant programs, training complexes, calculators. In accordance with the student age categories mathematical information and communication technologies are divided into three groups: for elementary school students, secondary school students and high school students. The basic ICT tools for teaching mathematics are outlined. The algorithm for constructing tutorial classes with their application is presented.

  10. Mathematical concepts

    CERN Document Server

    Jost, Jürgen

    2015-01-01

    The main intention of this book is to describe and develop the conceptual, structural and abstract thinking of mathematics. Specific mathematical structures are used to illustrate the conceptual approach; providing a deeper insight into mutual relationships and abstract common features. These ideas are carefully motivated, explained and illustrated by examples so that many of the more technical proofs can be omitted. The book can therefore be used: ·         simply as an overview of the panorama of mathematical structures and the relations between them, to be supplemented by more detailed texts whenever you want to acquire a working knowledge of some structure ·         by itself as a first introduction to abstract mathematics ·         together with existing textbooks, to put their results into a more general perspective ·         to gain a new and hopefully deeper perspective after having studied such textbooks Mathematical Concepts has a broader scope and is less detaile...

  11. Physical mathematics

    CERN Document Server

    Cahill, Kevin

    2013-01-01

    Unique in its clarity, examples and range, Physical Mathematics explains as simply as possible the mathematics that graduate students and professional physicists need in their courses and research. The author illustrates the mathematics with numerous physical examples drawn from contemporary research. In addition to basic subjects such as linear algebra, Fourier analysis, complex variables, differential equations and Bessel functions, this textbook covers topics such as the singular-value decomposition, Lie algebras, the tensors and forms of general relativity, the central limit theorem and Kolmogorov test of statistics, the Monte Carlo methods of experimental and theoretical physics, the renormalization group of condensed-matter physics and the functional derivatives and Feynman path integrals of quantum field theory.

  12. Mathematical writing

    CERN Document Server

    Vivaldi, Franco

    2014-01-01

    This book teaches the art of writing mathematics, an essential -and difficult- skill for any mathematics student.   The book begins with an informal introduction on basic writing principles and a review of the essential dictionary for mathematics. Writing techniques are developed gradually, from the small to the large: words, phrases, sentences, paragraphs, to end with short compositions. These may represent the introduction of a concept, the abstract of a presentation or the proof of a theorem. Along the way the student will learn how to establish a coherent notation, mix words and symbols effectively, write neat formulae, and structure a definition.   Some elements of logic and all common methods of proofs are featured, including various versions of induction and existence proofs. The book concludes with advice on specific aspects of thesis writing (choosing of a title, composing an abstract, compiling a bibliography) illustrated by large number of real-life examples. Many exercises are included; over 150...

  13. Mathematical tapas

    CERN Document Server

    Hiriart-Urruty, Jean-Baptiste

    This book contains a collection of exercises (called “tapas”) at undergraduate level, mainly from the fields of real analysis, calculus, matrices, convexity, and optimization. Most of the problems presented here are non-standard and some require broad knowledge of different mathematical subjects in order to be solved. The author provides some hints and (partial) answers and also puts these carefully chosen exercises into context, presents information on their origins, and comments on possible extensions. With stars marking the levels of difficulty, these tapas show or prove something interesting, challenge the reader to solve and learn, and may have surprising results. This first volume of Mathematical Tapas will appeal to mathematicians, motivated undergraduate students from science-based areas, and those generally interested in mathematics.

  14. Mathematical biophysics

    CERN Document Server

    Rubin, Andrew

    2014-01-01

    This book presents concise descriptions and analysis of the classical and modern models used in mathematical biophysics. The authors ask the question "what new information can be provided by the models that cannot be obtained directly from experimental data?" Actively developing fields such as regulatory mechanisms in cells and subcellular systems and electron transport and energy transport in membranes are addressed together with more classical topics such as metabolic processes, nerve conduction and heart activity, chemical kinetics, population dynamics, and photosynthesis. The main approach is to describe biological processes using different mathematical approaches necessary to reveal characteristic features and properties of simulated systems. With the emergence of powerful mathematics software packages such as MAPLE, Mathematica, Mathcad, and MatLab, these methodologies are now accessible to a wide audience. Provides succinct but authoritative coverage of a broad array of biophysical topics and models Wr...

  15. Mathematical Lives

    CERN Document Server

    Bartocci, Claudio; Guerraggio, Angelo; Lucchetti, Roberto; Williams, Kim

    2011-01-01

    Steps forward in mathematics often reverberate in other scientific disciplines, and give rise to innovative conceptual developments or find surprising technological applications. This volume brings to the forefront some of the proponents of the mathematics of the twentieth century, who have put at our disposal new and powerful instruments for investigating the reality around us. The portraits present people who have impressive charisma and wide-ranging cultural interests, who are passionate about defending the importance of their own research, are sensitive to beauty, and attentive to the soci

  16. Mathematical papers

    CERN Document Server

    Green, George

    2005-01-01

    An almost entirely self-taught mathematical genius, George Green (1793 -1841) is best known for Green's theorem, which is used in almost all computer codes that solve partial differential equations. He also published influential essays, or papers, in the fields of hydrodynamics, electricity, and magnetism. This collection comprises his most significant works.The first paper, ""An Essay on the Application of Mathematical Analysis to the Theories of Electricity and Magnetism,"" which is also the longest and perhaps the most Important, appeared In 1828. It introduced the term potential as desig

  17. Discrete Mathematics

    DEFF Research Database (Denmark)

    Sørensen, John Aasted

    2011-01-01

    The objectives of Discrete Mathematics (IDISM2) are: The introduction of the mathematics needed for analysis, design and verification of discrete systems, including the application within programming languages for computer systems. Having passed the IDISM2 course, the student will be able....... Having completed this the student is able to carry out the following: Expressions and sets: Define a set; define a logic expression; negate a logic expression; combine logic expressions; construct a truth table for a logic expression; apply reduction rules for logic expressions. Apply these concepts...

  18. Motivated Mathematics

    OpenAIRE

    Aubin, J.-P.

    1983-01-01

    Mathematics seems to be treated at IIASA as if it were some sort of shameful disease, carefully hidden away in departments labelled with trendy but unrevealing names. Any debate about the role of mathematics and mathematicians at IIASA appears fated to be confused by the introduction of many seemingly unrelated issues, by the fact that many of the protagonists have their own vested interests to protect, and by the fact--why not admit it--that there are many dark fears of the more "esoteric" s...

  19. Mathematical Reasoning Requirements in Swedish National Physics Tests

    Science.gov (United States)

    Johansson, Helena

    2016-01-01

    This paper focuses on one aspect of mathematical competence, namely mathematical reasoning, and how this competency influences students' knowing of physics. This influence was studied by analysing the mathematical reasoning requirements upper secondary students meet when solving tasks in national physics tests. National tests are constructed to…

  20. Assessing Children's Mathematical Thinking in Practical Modelling Situations.

    Science.gov (United States)

    Tanner, Howard; Jones, Sonia

    2002-01-01

    Investigates the use of mathematical modeling tasks in 11- and 12-year-old students and the development of mathematical thinking skills using practical modeling activities. Analyzes the development of students' mathematical thinking with interviews of a form of dynamic assessment. Reports that some students proved to be naturally mindful and…

  1. The Use of Digital Technology in Finding Multiple Paths to Solve and Extend an Equilateral Triangle Task

    Science.gov (United States)

    Santos-Trigo, Manuel; Reyes-Rodriguez, Aaron

    2016-01-01

    Mathematical tasks are crucial elements for teachers to orient, foster and assess students' processes to comprehend and develop mathematical knowledge. During the process of working and solving a task, searching for or discussing multiple solution paths becomes a powerful strategy for students to engage in mathematical thinking. A simple task that…

  2. Mathematical stereochemistry

    CERN Document Server

    Fujita, Shinsaku

    2015-01-01

    Chirality and stereogenicity are closely related concepts and their differentiation and description is still a challenge in chemoinformatics. A new stereoisogram approach, developed by the author, is introduced in this book, providing a theoretical framework for mathematical aspects of modern stereochemistry. The discussion covers point-groups and permutation symmetry and exemplifies the concepts using organic molecules and inorganic complexes.

  3. Mathematical quantization

    CERN Document Server

    Weaver, Nik

    2001-01-01

    With a unique approach and presenting an array of new and intriguing topics, Mathematical Quantization offers a survey of operator algebras and related structures from the point of view that these objects are quantizations of classical mathematical structures. This approach makes possible, with minimal mathematical detail, a unified treatment of a variety of topics.Detailed here for the first time, the fundamental idea of mathematical quantization is that sets are replaced by Hilbert spaces. Building on this idea, and most importantly on the fact that scalar-valued functions on a set correspond to operators on a Hilbert space, one can determine quantum analogs of a variety of classical structures. In particular, because topologies and measure classes on a set can be treated in terms of scalar-valued functions, we can transfer these constructions to the quantum realm, giving rise to C*- and von Neumann algebras.In the first half of the book, the author quickly builds the operator algebra setting. He uses this ...

  4. Outdoor Mathematics

    Science.gov (United States)

    Kennard, Jackie

    2007-01-01

    One of the most interesting developments in teaching has been the growing importance of the outdoor environment. Whether it be playground, garden or field, the outdoors offers a range of challenging experiences, especially in the delivery of early mathematics. Oral feedback to parents, together with photographic displays, can show them that…

  5. Reflecting on the Use of Writing to Promote Mathematical Learning: An Examination of Preservice Mathematics Teachers' Perspectives

    Science.gov (United States)

    Kenney, Rachael; Shoffner, Melanie; Norris, David

    2014-01-01

    We examine preservice mathematics teachers' conceptions of writing as a tool for learning mathematics before and after participation in and reflection on writing tasks. We describe the use of two targeted activities incorporated into a secondary methods course: writing to learn mathematics (WTLM) and reflection on that writing. Prior to…

  6. The language of mathematics telling mathematical tales

    CERN Document Server

    Barton, Bill

    2008-01-01

    Everyday mathematical ideas are expressed differently in different languages. This book probes those differences and explores their implications for mathematics education, arguing for alternatives to how we teach and learn mathematics.

  7. Experiences of Student Mathematics-Teachers in Computer-Based Mathematics Learning Environment

    Science.gov (United States)

    Karatas, Ilhan

    2011-01-01

    Computer technology in mathematics education enabled the students find many opportunities for investigating mathematical relationships, hypothesizing, and making generalizations. These opportunities were provided to pre-service teachers through a faculty course. At the end of the course, the teachers were assigned project tasks involving…

  8. Conversations about Curriculum Change: Mathematical Thinking and Team-Based Learning in a Discrete Mathematics Course

    Science.gov (United States)

    Paterson, Judy; Sneddon, Jamie

    2011-01-01

    This article reports on the learning conversations between a mathematician and a mathematics educator as they worked together to change the delivery model of a third year discrete mathematics course from a traditional lecture mode to team-based learning (TBL). This change prompted the mathematician to create team tasks which increasingly focused…

  9. Leading a New Pedagogical Approach to Australian Curriculum Mathematics: Using the Dual Mathematical Modelling Cycle Framework

    Science.gov (United States)

    Lamb, Janeen; Kawakami, Takashi; Saeki, Akihiko; Matsuzaki, Akio

    2014-01-01

    The aim of this study was to investigate the use of the "dual mathematical modelling cycle framework" as one way to meet the espoused goals of the Australian Curriculum Mathematics. This study involved 23 Year 6 students from one Australian primary school who engaged in an "Oil Tank Task" that required them to develop two…

  10. Understanding in mathematics

    CERN Document Server

    Sierpinska, Anna

    1994-01-01

    The concept of understanding in mathematics with regard to mathematics education is considered in this volume, the main problem for mathematics teachers being how to facilitate their students'' understanding of the mathematics being taught.

  11. Applied mathematics

    International Nuclear Information System (INIS)

    Nedelec, J.C.

    1988-01-01

    The 1988 progress report of the Applied Mathematics center (Polytechnic School, France), is presented. The research fields of the Center are the scientific calculus, the probabilities and statistics and the video image synthesis. The research topics developed are: the analysis of numerical methods, the mathematical analysis of the physics and mechanics fundamental models, the numerical solution of complex models related to the industrial problems, the stochastic calculus and the brownian movement, the stochastic partial differential equations, the identification of the adaptive filtering parameters, the discrete element systems, statistics, the stochastic control and the development, the image synthesis techniques for education and research programs. The published papers, the congress communications and the thesis are listed [fr

  12. Mathematical epidemiology

    CERN Document Server

    Driessche, Pauline; Wu, Jianhong

    2008-01-01

    Based on lecture notes of two summer schools with a mixed audience from mathematical sciences, epidemiology and public health, this volume offers a comprehensive introduction to basic ideas and techniques in modeling infectious diseases, for the comparison of strategies to plan for an anticipated epidemic or pandemic, and to deal with a disease outbreak in real time. It covers detailed case studies for diseases including pandemic influenza, West Nile virus, and childhood diseases. Models for other diseases including Severe Acute Respiratory Syndrome, fox rabies, and sexually transmitted infections are included as applications. Its chapters are coherent and complementary independent units. In order to accustom students to look at the current literature and to experience different perspectives, no attempt has been made to achieve united writing style or unified notation. Notes on some mathematical background (calculus, matrix algebra, differential equations, and probability) have been prepared and may be downlo...

  13. Enabling collaboration on semiformal mathematical knowledge by semantic web integration

    CERN Document Server

    Lange, C

    2011-01-01

    Mathematics is becoming increasingly collaborative, but software does not sufficiently support that: Social Web applications do not currently make mathematical knowledge accessible to automated agents that have a deeper understanding of mathematical structures. Such agents exist but focus on individual research tasks, such as authoring, publishing, peer-review, or verification, instead of complex collaboration workflows. This work effectively enables their integration by bridging the document-oriented perspective of mathematical authoring and publishing, and the network perspective of threaded

  14. Dilemma in Teaching Mathematics

    Science.gov (United States)

    Md Kamaruddin, Nafisah Kamariah; Md Amin, Zulkarnain

    2012-01-01

    The challenge in mathematics education is finding the best way to teach mathematics. When students learn the reasoning and proving in mathematics, they will be proficient in mathematics. Students must know mathematics before they can apply it. Symbolism and logic is the key to both the learning of mathematics and its effective application to…

  15. How students process equations in solving quantitative synthesis problems? Role of mathematical complexity in students’ mathematical performance

    Directory of Open Access Journals (Sweden)

    Bashirah Ibrahim

    2017-10-01

    Full Text Available We examine students’ mathematical performance on quantitative “synthesis problems” with varying mathematical complexity. Synthesis problems are tasks comprising multiple concepts typically taught in different chapters. Mathematical performance refers to the formulation, combination, and simplification of equations. Generally speaking, formulation and combination of equations require conceptual reasoning; simplification of equations requires manipulation of equations as computational tools. Mathematical complexity is operationally defined by the number and the type of equations to be manipulated concurrently due to the number of unknowns in each equation. We use two types of synthesis problems, namely, sequential and simultaneous tasks. Sequential synthesis tasks require a chronological application of pertinent concepts, and simultaneous synthesis tasks require a concurrent application of the pertinent concepts. A total of 179 physics major students from a second year mechanics course participated in the study. Data were collected from written tasks and individual interviews. Results show that mathematical complexity negatively influences the students’ mathematical performance on both types of synthesis problems. However, for the sequential synthesis tasks, it interferes only with the students’ simplification of equations. For the simultaneous synthesis tasks, mathematical complexity additionally impedes the students’ formulation and combination of equations. Several reasons may explain this difference, including the students’ different approaches to the two types of synthesis problems, cognitive load, and the variation of mathematical complexity within each synthesis type.

  16. How students process equations in solving quantitative synthesis problems? Role of mathematical complexity in students' mathematical performance

    Science.gov (United States)

    Ibrahim, Bashirah; Ding, Lin; Heckler, Andrew F.; White, Daniel R.; Badeau, Ryan

    2017-12-01

    We examine students' mathematical performance on quantitative "synthesis problems" with varying mathematical complexity. Synthesis problems are tasks comprising multiple concepts typically taught in different chapters. Mathematical performance refers to the formulation, combination, and simplification of equations. Generally speaking, formulation and combination of equations require conceptual reasoning; simplification of equations requires manipulation of equations as computational tools. Mathematical complexity is operationally defined by the number and the type of equations to be manipulated concurrently due to the number of unknowns in each equation. We use two types of synthesis problems, namely, sequential and simultaneous tasks. Sequential synthesis tasks require a chronological application of pertinent concepts, and simultaneous synthesis tasks require a concurrent application of the pertinent concepts. A total of 179 physics major students from a second year mechanics course participated in the study. Data were collected from written tasks and individual interviews. Results show that mathematical complexity negatively influences the students' mathematical performance on both types of synthesis problems. However, for the sequential synthesis tasks, it interferes only with the students' simplification of equations. For the simultaneous synthesis tasks, mathematical complexity additionally impedes the students' formulation and combination of equations. Several reasons may explain this difference, including the students' different approaches to the two types of synthesis problems, cognitive load, and the variation of mathematical complexity within each synthesis type.

  17. Doing Mathematics with Purpose: Mathematical Text Types

    Science.gov (United States)

    Dostal, Hannah M.; Robinson, Richard

    2018-01-01

    Mathematical literacy includes learning to read and write different types of mathematical texts as part of purposeful mathematical meaning making. Thus in this article, we describe how learning to read and write mathematical texts (proof text, algorithmic text, algebraic/symbolic text, and visual text) supports the development of students'…

  18. Teachers' Mathematics as Mathematics-at-Work

    Science.gov (United States)

    Bednarz, Nadine; Proulx, Jérôme

    2017-01-01

    Through recognising mathematics teachers as professionals who use mathematics in their workplace, this article traces a parallel between the mathematics enacted by teachers in their practice and the mathematics used in workplaces found in studies of professionals (e.g. nurses, engineers, bankers). This parallel is developed through the five…

  19. Teaching Mathematical Modeling in Mathematics Education

    Science.gov (United States)

    Saxena, Ritu; Shrivastava, Keerty; Bhardwaj, Ramakant

    2016-01-01

    Mathematics is not only a subject but it is also a language consisting of many different symbols and relations. Taught as a compulsory subject up the 10th class, students are then able to choose whether or not to study mathematics as a main subject. The present paper discusses mathematical modeling in mathematics education. The article provides…

  20. Causal Bayes Model of Mathematical Competence in Kindergarten

    Directory of Open Access Journals (Sweden)

    Božidar Tepeš

    2016-06-01

    Full Text Available In this paper authors define mathematical competences in the kindergarten. The basic objective was to measure the mathematical competences or mathematical knowledge, skills and abilities in mathematical education. Mathematical competences were grouped in the following areas: Arithmetic and Geometry. Statistical set consisted of 59 children, 65 to 85 months of age, from the Kindergarten Milan Sachs from Zagreb. The authors describe 13 variables for measuring mathematical competences. Five measuring variables were described for the geometry, and eight measuring variables for the arithmetic. Measuring variables are tasks which children solved with the evaluated results. By measuring mathematical competences the authors make causal Bayes model using free software Tetrad 5.2.1-3. Software makes many causal Bayes models and authors as experts chose the model of the mathematical competences in the kindergarten. Causal Bayes model describes five levels for mathematical competences. At the end of the modeling authors use Bayes estimator. In the results, authors describe by causal Bayes model of mathematical competences, causal effect mathematical competences or how intervention on some competences cause other competences. Authors measure mathematical competences with their expectation as random variables. When expectation of competences was greater, competences improved. Mathematical competences can be improved with intervention on causal competences. Levels of mathematical competences and the result of intervention on mathematical competences can help mathematical teachers.

  1. Graphing Calculator Exposure of Mathematics Learning in a Partially Technology Incorporated Environment

    Science.gov (United States)

    Kharuddin, Azrul Fazwan; Ismail, Noor Azina

    2017-01-01

    Integrating technology in the mathematics curriculum has become a necessary task for curriculum developers as well as mathematics practitioners across the world and time. In general research studies seeking a better understanding of how best to integrate mathematics analysis tools with mathematics subject matter normally observe mathematics…

  2. The Effects of Mathematical Modeling on Creative Production Ability and Self-Directed Learning Attitude

    Science.gov (United States)

    Kim, Sun Hee; Kim, Soojin

    2010-01-01

    What should we do to educate the mathematically gifted and how should we do it? In this research, to satisfy diverse mathematical and cognitive demands of the gifted who have excellent learning ability and task tenacity in mathematics, we sought to apply mathematical modeling. One of the objectives of the gifted education in Korea is cultivating…

  3. Rostering and Task Scheduling

    DEFF Research Database (Denmark)

    Dohn, Anders Høeg

    to scheduling problems with temporal dependencies between tasks. However, these problems appear in various contexts and with different properties. A group of the problems considered are related to vehicle routing problems, where transportation and time windows are important factors that must be accounted for....... Mathematical and logic-based models are presented for the problems considered. Novel components are added to existing models and the modeling decisions are justified. In one case, the model is solved by a simple, but efficient greedy construction heuristic. In the remaining cases, column generation is applied....... Column generation is an iterative exact solution method based on the theory of linear programming and is capable of providing provably optimal solutions. In some of the applications, the approach is modified to provide feasible solutions of high-quality in less time. The exceptional solution quality...

  4. SOME OUTLOOKS ON CREATIVITY IN MATHEMATICS TEACHING

    Directory of Open Access Journals (Sweden)

    Hariz Agić

    2015-09-01

    Full Text Available The role and significance of Mathematics in human life is very important and holds a special place in development of contemporary society. Creativity in Mathematics teaching largely depends on Mathematics teacher. Teacher is the one who creates emotional environment in the classroom and it is expected from him/her to create with the students a relationship of trust and mutual responsibility for the success of conducting the teaching process. Students need to be interested and activated to individually solve tasks and find solutions to set Mathematical problems, to solve tasks in different ways using various methods, so that everybody can find a way of coming to a solution. This is easy to say. In any case, creativity as a competence holds a significant place in the set of key life competencies. Only teachers can answer questions whether Mathematics classes are creative, interesting, or acceptable for students. This paper will contain certain theoretical viewpoints about creativity in general, creative Mathematics teaching, relation towards creativity at school and outside. Research has shown that examinees (teachers of class and subject teaching in elementary and secondary schools believe that they did not receive a good background during their university studies for strengthening teaching creativity. It transpired that creativity, as opposed to student and teacher, is appreciated less at the school and education system levels. Teachers (of all levels have shown high level of agreement regarding the need for turnover in relation to creativity in Mathematics teaching, which would guarantee increase of interest of students for Mathematics.

  5. Meeting in mathematics

    DEFF Research Database (Denmark)

    Mogensen, Arne; Georgiev, Vladimir; Ulovec, Andreas

    To encourage many more young people to appreciate the real nature and spirit of mathematics and possibly to be enrolled in mathematics study it is important to involve them in doing mathematics (not just learning about mathematics). This goal could be achieved if mathematics teachers are prepared...... to identify and work with mathematically gifted students (without loosing the rest). The book offers chapters on gifted students, mathematical competences and other issues....

  6. Opening inquiry mathematics to parents: Can they be engaged as teachers’ partners in mathematical work?

    Directory of Open Access Journals (Sweden)

    Ioannis Papadopoulos

    2017-12-01

    Full Text Available This paper presents a two-stage project designed to develop the partnership between teacher and parents. The project began with a workshop constructed to motivate parents to be interested in doing mathematics in a way that is different from the one they experienced as students and, as a result, to be eager to become involved in the co-production of didactic materials for classroom use. Parents were engaged in real, collaborative, high-level mathematical work as a first step in engaging them as partners in mathematical work with their children.  During this first stage, parents were familiarized with inquiry mathematics tasks to provide them with the foundation necessary to become partners and co-producers during the second. The findings give evidence that the learning of reform math tasks and their co-creation supported teacher and parents’ partnership and that parents were moved mathematically and personally by the experience.

  7. Mathematics, the Computer, and the Impact on Mathematics Education.

    Science.gov (United States)

    Tooke, D. James

    2001-01-01

    Discusses the connection between mathematics and the computer; mathematics curriculum; mathematics instruction, including teachers learning to use computers; and the impact of the computer on learning mathematics. (LRW)

  8. Authenticity of Mathematical Modeling

    Science.gov (United States)

    Tran, Dung; Dougherty, Barbara J.

    2014-01-01

    Some students leave high school never quite sure of the relevancy of the mathematics they have learned. They fail to see links between school mathematics and the mathematics of everyday life that requires thoughtful decision making and often complex problem solving. Is it possible to bridge the gap between school mathematics and the mathematics in…

  9. Cognitive correlates of performance in advanced mathematics.

    Science.gov (United States)

    Wei, Wei; Yuan, Hongbo; Chen, Chuansheng; Zhou, Xinlin

    2012-03-01

    Much research has been devoted to understanding cognitive correlates of elementary mathematics performance, but little such research has been done for advanced mathematics (e.g., modern algebra, statistics, and mathematical logic). To promote mathematical knowledge among college students, it is necessary to understand what factors (including cognitive factors) are important for acquiring advanced mathematics. We recruited 80 undergraduates from four universities in Beijing. The current study investigated the associations between students' performance on a test of advanced mathematics and a battery of 17 cognitive tasks on basic numerical processing, complex numerical processing, spatial abilities, language abilities, and general cognitive processing. The results showed that spatial abilities were significantly correlated with performance in advanced mathematics after controlling for other factors. In addition, certain language abilities (i.e., comprehension of words and sentences) also made unique contributions. In contrast, basic numerical processing and computation were generally not correlated with performance in advanced mathematics. Results suggest that spatial abilities and language comprehension, but not basic numerical processing, may play an important role in advanced mathematics. These results are discussed in terms of their theoretical significance and practical implications. ©2011 The British Psychological Society.

  10. Mathematical and information maintenance of biometric systems

    Science.gov (United States)

    Boriev, Z.; Sokolov, S.; Nyrkov, A.; Nekrasova, A.

    2016-04-01

    This article describes the different mathematical methods for processing biometric data. A brief overview of methods for personality recognition by means of a signature is conducted. Mathematical solutions of a dynamic authentication method are considered. Recommendations on use of certain mathematical methods, depending on specific tasks, are provided. Based on the conducted analysis of software and the choice made in favor of the wavelet analysis, a brief basis for its use in the course of software development for biometric personal identification is given for the purpose of its practical application.

  11. Figures of thought mathematics and mathematical texts

    CERN Document Server

    Reed, David

    2003-01-01

    Examines the ways in which mathematical works can be read as texts, examines their textual strategiesand demonstrates that such readings provide a rich source of philosophical debate regarding mathematics.

  12. Mathematics and reading difficulty subtypes: minor phonological influences on mathematics for 5-7-years-old.

    Science.gov (United States)

    Jordan, Julie A; Wylie, Judith; Mulhern, Gerry

    2015-01-01

    Linguistic influences in mathematics have previously been explored through subtyping methodology and by taking advantage of the componential nature of mathematics and variations in language requirements that exist across tasks. The present longitudinal investigation aimed to examine the language requirements of mathematical tasks in young children aged 5-7 years. Initially, 256 children were screened for mathematics and reading difficulties (RDs) using standardized measures. Those scoring at or below the 35th percentile on either dimension were classified as having difficulty. From this screening, 115 children were allocated to each of the mathematical difficulty (MD; n = 26), MDRD (n = 32), RD (n = 22) and typically achieving (n = 35) subtypes. These children were tested at four time points, separated by 6 monthly intervals, on a battery of seven mathematical tasks. Growth curve analysis indicated that, in contrast to previous research on older children, young children with MD and MDRD had very similar patterns of development on all mathematical tasks. Overall, the subtype comparisons suggested that language played only a minor mediating role in most tasks, and this was secondary in importance to non-verbal skills. Correlational evidence suggested that children from the different subtypes could have been using different mixes of verbal and non-verbal strategies to solve the mathematical problems.

  13. Introducing philosophy of mathematics

    CERN Document Server

    Friend, Michele

    2014-01-01

    What is mathematics about? Does the subject-matter of mathematics exist independently of the mind or are they mental constructions? How do we know mathematics? Is mathematical knowledge logical knowledge? And how is mathematics applied to the material world? In this introduction to the philosophy of mathematics, Michele Friend examines these and other ontological and epistemological problems raised by the content and practice of mathematics. Aimed at a readership with limited proficiency in mathematics but with some experience of formal logic it seeks to strike a balance between conceptual acc

  14. Mathematics for Life: Sustainable Mathematics Education

    Science.gov (United States)

    Renert, Moshe

    2011-01-01

    Ecological sustainability has not been a major focus of mathematics education research, even though it has attracted considerable attention in other areas of educational research in the past decade. The connections between mathematics education and ecological sustainability are not readily apparent. This paper explores how mathematics educators…

  15. Mathematical Modelling Approach in Mathematics Education

    Science.gov (United States)

    Arseven, Ayla

    2015-01-01

    The topic of models and modeling has come to be important for science and mathematics education in recent years. The topic of "Modeling" topic is especially important for examinations such as PISA which is conducted at an international level and measures a student's success in mathematics. Mathematical modeling can be defined as using…

  16. Mathematical études: embedding opportunities for developing procedural fluency within rich mathematical contexts

    Science.gov (United States)

    Foster, Colin

    2013-07-01

    In a high-stakes assessment culture, it is clearly important that learners of mathematics develop the necessary fluency and confidence to perform well on the specific, narrowly defined techniques that will be tested. However, an overemphasis on the training of piecemeal mathematical skills at the expense of more independent engagement with richer, multifaceted tasks risks devaluing the subject and failing to give learners an authentic and enjoyable experience of being a mathematician. Thus, there is a pressing need for mathematical tasks which embed the practice of essential techniques within a richer, exploratory and investigative context. Such tasks can be justified to school management or to more traditional mathematics teachers as vital practice of important skills; at the same time, they give scope to progressive teachers who wish to work in more exploratory ways. This paper draws on the notion of a musical étude to develop a powerful and versatile approach in which these apparently contradictory aspects of teaching mathematics can be harmoniously combined. I illustrate the tactic in three central areas of the high-school mathematics curriculum: plotting Cartesian coordinates, solving linear equations and performing enlargements. In each case, extensive practice of important procedures takes place alongside more thoughtful and mathematically creative activity.

  17. A Model of the Effects of Acceleration on a Pursuit Tracking Task

    National Research Council Canada - National Science Library

    McKinley, Richard A; Fullerton, Kathy L; Tripp, Jr., Lloyd D; Esken, Robert L; Goodyear, Chuck

    2004-01-01

    .... A mathematical model of this task could become useful when planning air combat missions. Eight subjects performed a 2-D manual pursuit tracking task during four different Gz conditions in a human centrifuge simulator...

  18. Mathematical modelling in science and mathematics education

    Science.gov (United States)

    Teodoro, Vítor Duarte; Neves, Rui Gomes

    2011-01-01

    Scientific research involves mathematical modelling in the context of an interactive balance between theory, experiment and computation. However, computational methods and tools are still far from being appropriately integrated in the high school and university curricula in science and mathematics. In this paper, it is discussed the relevance of mathematical modelling and illustrated how a computer modelling tool (Modellus, a free tool available on the Internet and developed at FCTUNL) can be used to embed modelling in high school and undergraduate courses. Modellus allows students to create and explore mathematical models using functions, differential and iterative equations, and visualize the behaviour of mathematical objects.

  19. Partial Derivative Games in Thermodynamics: A Cognitive Task Analysis

    Science.gov (United States)

    Kustusch, Mary Bridget; Roundy, David; Dray, Tevian; Manogue, Corinne A.

    2014-01-01

    Several studies in recent years have demonstrated that upper-division students struggle with the mathematics of thermodynamics. This paper presents a task analysis based on several expert attempts to solve a challenging mathematics problem in thermodynamics. The purpose of this paper is twofold. First, we highlight the importance of cognitive task…

  20. Devising Principles of Design for Numeracy Tasks

    Science.gov (United States)

    Geiger, Vince; Forgasz, Helen; Goos, Merrilyn; Bennison, Anne

    2014-01-01

    Numeracy is a fundamental component of the Australian National Curriculum as a General Capability identified in each F-10 subject. In this paper, we consider the principles of design necessary for the development of numeracy tasks specific to subjects other than mathematics--in this case, the subject of English. We explore the nature of potential…

  1. Mathematics Connection: Editorial Policies

    African Journals Online (AJOL)

    MATHEMATICS CONNECTION aims at providing a forum to promote the development of Mathematics Education in Ghana. Articles that seek to enhance the teaching and/or learning of mathematics ... Faculty of Social Sciences, Methodist University, Accra Prof. B. K. Gordor, Department of Mathematics (UCC), Cape Coast ...

  2. Mathematics through Millenia

    DEFF Research Database (Denmark)

    Hansen, Vagn Lundsgaard

    2005-01-01

    A brief tour through the history of mathematics from the very beginnings to modern times, with an emphasis on the main contributions and important periods of mathematics in various civilizations.......A brief tour through the history of mathematics from the very beginnings to modern times, with an emphasis on the main contributions and important periods of mathematics in various civilizations....

  3. Mathematics through millenia

    DEFF Research Database (Denmark)

    Hansen, Vagn Lundsgaard

    A brief tour through the history of mathematics from the very beginnings to modern times, with an emphasis on the main contributions and important periods of mathematics in various civilizations.......A brief tour through the history of mathematics from the very beginnings to modern times, with an emphasis on the main contributions and important periods of mathematics in various civilizations....

  4. World Mathematical Year 2000

    Indian Academy of Sciences (India)

    2001-08-10

    World Mathematical Year 2000. (July 23 to August 10, 2001) at Indian Institute of Science, Bangalore 560 012 sponsored by National Board for Higher Mathematics, organised by Department of Mathematics and. TIFR Centre, Indian Institute of Science. Prof. J L Bona, Department of Mathematics, University of Texas at ...

  5. Chanting as mathematical enculturation

    Directory of Open Access Journals (Sweden)

    Anne Watson

    2004-10-01

    Full Text Available Unison response is a major teaching strategy in mathematics throughout the world. The spoken word is the dominant source of mathematical stimulus, the dominant shaper of the mathematical environment in which school learners construct mathematical meaning. The teachers’ utterances are intended to be expert, and the creation of learner responses is intended to involve learning of some kind.

  6. It's all just mathematics

    Science.gov (United States)

    Tegmark, Max

    2014-02-01

    The world can be described using mathematical equations and numbers, but why does maths do it so well? In his new book Our Mathematical Universe, a section of which is abridged and edited here, Max Tegmark makes the radical proposal that our reality isn't just described by mathematics - it is mathematics.

  7. Students’ Information Literacy: A Perspective from Mathematical Literacy

    OpenAIRE

    Ariyadi Wijaya

    2016-01-01

    Information literacy is mostly seen from the perspective of library science or information and communication technology. Taking another point of view, this study was aimed to explore students’ information literacy from the perspective of mathematical literacy. For this purpose, a test addressing Programme for International Student Assessment (PISA) mathematics tasks were administered to 381 eighth and ninth graders from nine junior high schools in the Province of Yogyakarta. PISA mathematics ...

  8. Clock Reading: An Underestimated Topic in Children with Mathematics Difficulties

    Science.gov (United States)

    Burny, Elise; Valcke, Martin; Desoete, Annemie

    2012-01-01

    Recent studies have shown that children with mathematics difficulties (MD) have weaknesses in multiple areas of mathematics. Andersson, for example, recently found that children with MD perform significantly worse than other children on clock reading tasks. The present study builds on this recent finding and aims at a more profound understanding…

  9. Unpacking the Nature of Discourse in Mathematics Classrooms.

    Science.gov (United States)

    Knuth, Eric; Peressini, Dominic

    2001-01-01

    Describes a framework for examining mathematical discourse and shows how to apply this framework to appreciate the complex relationship between discourse and understanding in mathematics. Focuses on the role of discourse and the different types that emerge as students solve a particular task. (KHR)

  10. Developing Mathematical Knowledge for Teaching: Documenting Preservice Elementary Teachers' Experiences

    Science.gov (United States)

    Kwiatkowski-Egizio, Erica

    2013-01-01

    The two research questions that guided this study were: (1) How do preservice teachers develop mathematical knowledge for teaching during a coordinated math methods course and field experience? and (2) What types of portfolio tasks lend themselves to documenting mathematical knowledge in teaching? Six, female, elementary (K-8) teacher candidates…

  11. Mathematical modeling in realistic mathematics education

    Science.gov (United States)

    Riyanto, B.; Zulkardi; Putri, R. I. I.; Darmawijoyo

    2017-12-01

    The purpose of this paper is to produce Mathematical modelling in Realistics Mathematics Education of Junior High School. This study used development research consisting of 3 stages, namely analysis, design and evaluation. The success criteria of this study were obtained in the form of local instruction theory for school mathematical modelling learning which was valid and practical for students. The data were analyzed using descriptive analysis method as follows: (1) walk through, analysis based on the expert comments in the expert review to get Hypothetical Learning Trajectory for valid mathematical modelling learning; (2) analyzing the results of the review in one to one and small group to gain practicality. Based on the expert validation and students’ opinion and answers, the obtained mathematical modeling problem in Realistics Mathematics Education was valid and practical.

  12. The Stages of Student Mathematical Imagination in Solving Mathematical Problems

    Science.gov (United States)

    Wibowo, Teguh; Sutawidjaja, Akbar; As'ari, Abdur Rahman; Sulandra, I. Made

    2017-01-01

    This research is a qualitative study that aimed to describe the stages of students mathematical imagination in solving mathematical problems. There are three kinds of mathematical imagination in solving mathematical problems, namely sensory mathematical imagination, creative mathematical imagination and recreative mathematical imagination.…

  13. Mathematics without boundaries surveys in pure mathematics

    CERN Document Server

    Pardalos, Panos

    2014-01-01

    The contributions in this volume have been written by eminent scientists from the international mathematical community and present significant advances in several theories, methods and problems of Mathematical Analysis, Discrete Mathematics, Geometry and their Applications. The chapters focus on both old and recent developments in Functional Analysis, Harmonic Analysis, Complex Analysis, Operator Theory, Combinatorics, Functional Equations, Differential Equations as well as a variety of Applications. The book also contains some review works, which could prove particularly useful for a broader audience of readers in Mathematical Sciences, and especially to graduate students looking for the  latest information.

  14. International Conference on Mathematics and Computing

    CERN Document Server

    Giri, Debasis; Saxena, P; Srivastava, P

    2014-01-01

    This book discusses recent developments and contemporary research in mathematics, statistics and their applications in computing. All contributing authors are eminent academicians, scientists, researchers and scholars in their respective fields, hailing from around the world. The conference has emerged as a powerful forum, offering researchers a venue to discuss, interact and collaborate, and stimulating the advancement of mathematics and its applications in computer science. The book will allow aspiring researchers to update their knowledge of cryptography, algebra, frame theory, optimizations, stochastic processes, compressive sensing, functional analysis, complex variables, etc. Educating future consumers, users, producers, developers and researchers in mathematics and computing is a challenging task and essential to the development of modern society. Hence, mathematics and its applications in computer science are of vital importance to a broad range of communities, including mathematicians and computing p...

  15. Using Student Reasoning in Mathematics Instruction

    Science.gov (United States)

    Marrongelle, Karen

    2010-03-01

    Using student thinking and understanding as a basis for the development of mathematical ideas in the classroom is a challenging and often overwhelming task. In this session, I will report on two instructional tools, generative alternatives and record-of/tool-for mathematics and physics teachers can use to build on students' thinking and reasoning to develop mathematical concepts and processes. The instructional tools are rooted in the theory of Realistic Mathematics Education. Examples are drawn from a first course in undergraduate differential equations. The examples will illustrate ways in which a teacher can navigate the all-telling -- all-discovery continuum through the use of the generative alternative and record-of/tool-for tools.

  16. Long-term development of how students interpret a model; Complementarity of contexts and mathematics

    NARCIS (Netherlands)

    Vos, Pauline; Roorda, Gerrit; Stillman, Gloria Ann; Blum, Werner; Kaiser, Gabriele

    2017-01-01

    When students engage in rich mathematical modelling tasks, they have to handle real-world contexts and mathematics in chorus. This is not easy. In this chapter, contexts and mathematics are perceived as complementary, which means they can be integrated. Based on four types of approaches to modelling

  17. Applying mathematics in real-life problems: A case study of two ...

    African Journals Online (AJOL)

    The purpose of this exploratory study was to investigate the extent to which senior high school students could apply mathematics in real life situations by examining the relationship between their performance on “routine” mathematical calculations and that on a “shortwriting” task related to the application of mathematics.

  18. Mathematics for Language, Language for Mathematics

    Science.gov (United States)

    Prochazkova, Lenka Tejkalova

    2013-01-01

    The author discusses the balance and mutual influence of the language of instruction and mathematics in the context of CLIL, Content and Language Integrated Learning. Different aspects of the relationship of language and Mathematics teaching and learning are discussed: the benefits of using a foreign language of instruction, as well as the…

  19. The use of digital technology in finding multiple paths to solve and extend an equilateral triangle task

    Science.gov (United States)

    Santos-Trigo, Manuel; Reyes-Rodriguez, Aaron

    2016-01-01

    Mathematical tasks are crucial elements for teachers to orient, foster and assess students' processes to comprehend and develop mathematical knowledge. During the process of working and solving a task, searching for or discussing multiple solution paths becomes a powerful strategy for students to engage in mathematical thinking. A simple task that involves the construction of an equilateral triangle is used to present and discuss multiple solution approaches that rely on a variety of concepts and ways of reasoning. To this end, the use of a Dynamic Geometry System (GeoGebra) became instrumental in constructing and exploring dynamic models of the task. These model explorations provided a means to generate novel mathematical results.

  20. Visual short term memory related brain activity predicts mathematical abilities.

    Science.gov (United States)

    Boulet-Craig, Aubrée; Robaey, Philippe; Lacourse, Karine; Jerbi, Karim; Oswald, Victor; Krajinovic, Maja; Laverdière, Caroline; Sinnett, Daniel; Jolicoeur, Pierre; Lippé, Sarah

    2017-07-01

    Previous research suggests visual short-term memory (VSTM) capacity and mathematical abilities are significantly related. Moreover, both processes activate similar brain regions within the parietal cortex, in particular, the intraparietal sulcus; however, it is still unclear whether the neuronal underpinnings of VSTM directly correlate with mathematical operation and reasoning abilities. The main objective was to investigate the association between parieto-occipital brain activity during the retention period of a VSTM task and performance in mathematics. The authors measured mathematical abilities and VSTM capacity as well as brain activity during memory maintenance using magnetoencephalography (MEG) in 19 healthy adult participants. Event-related magnetic fields (ERFs) were computed on the MEG data. Linear regressions were used to estimate the strength of the relation between VSTM related brain activity and mathematical abilities. The amplitude of parieto-occipital cerebral activity during the retention of visual information was related to performance in 2 standardized mathematical tasks: mathematical reasoning and calculation fluency. The findings show that brain activity during retention period of a VSTM task is associated with mathematical abilities. Contributions of VSTM processes to numerical cognition should be considered in cognitive interventions. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  1. Mathematical Modeling Using MATLAB

    National Research Council Canada - National Science Library

    Phillips, Donovan

    1998-01-01

    .... Mathematical Modeling Using MA MATLAB acts as a companion resource to A First Course in Mathematical Modeling with the goal of guiding the reader to a fuller understanding of the modeling process...

  2. Developing My Mathematics Identity

    Science.gov (United States)

    Gonzalez, Lidia

    2016-01-01

    Assuming the role of storyteller, the author uses her experiences as a graduate student and beginning teacher to reflect critically on issues related to mathematics, mathematics education, gender, and diversity.

  3. Journal of applied mathematics

    National Research Council Canada - National Science Library

    2001-01-01

    "[The] Journal of Applied Mathematics is a refereed journal devoted to the publication of original research papers and review articles in all areas of applied, computational, and industrial mathematics...

  4. Semiotic Scaffolding in Mathematics

    DEFF Research Database (Denmark)

    Johansen, Mikkel Willum; Misfeldt, Morten

    2015-01-01

    This paper investigates the notion of semiotic scaffolding in relation to mathematics by considering its influence on mathematical activities, and on the evolution of mathematics as a research field. We will do this by analyzing the role different representational forms play in mathematical...... cognition, and more broadly on mathematical activities. In the main part of the paper, we will present and analyze three different cases. For the first case, we investigate the semiotic scaffolding involved in pencil and paper multiplication. For the second case, we investigate how the development of new...... in both mathematical cognition and in the development of mathematics itself, but mathematical cognition cannot itself be reduced to the use of semiotic scaffolding....

  5. The argument of mathematics

    CERN Document Server

    Aberdein, Andrew

    2014-01-01

    This book presents a comprehensive investigation into the relationship between argumentation theory and the philosophy of mathematical practice. It offers large array of examples ranging from the history of mathematics to formal proof verification.

  6. Mathematical knowledge in teaching

    CERN Document Server

    Rowland, Tim

    2011-01-01

    This book examines issues of considerable significance in addressing global aspirations to raise standards of teaching and learning in mathematics by developing approaches to characterizing, assessing and developing mathematical knowledge for teaching.

  7. Mathematics for the nonmathematician

    CERN Document Server

    Kline, Morris

    1967-01-01

    Erudite and entertaining overview follows development of mathematics from ancient Greeks to present. Topics include logic and mathematics, the fundamental concept, differential calculus, probability theory, much more. Exercises and problems.

  8. Modern mathematics made simple

    CERN Document Server

    Murphy, Patrick

    1982-01-01

    Modern Mathematics: Made Simple presents topics in modern mathematics, from elementary mathematical logic and switching circuits to multibase arithmetic and finite systems. Sets and relations, vectors and matrices, tesselations, and linear programming are also discussed.Comprised of 12 chapters, this book begins with an introduction to sets and basic operations on sets, as well as solving problems with Venn diagrams. The discussion then turns to elementary mathematical logic, with emphasis on inductive and deductive reasoning; conjunctions and disjunctions; compound statements and conditional

  9. Mathematical modeling using Maple

    OpenAIRE

    Beauchamp, Robert Edward.

    1996-01-01

    The area of higher mathematics begins with successive courses in calculus; however, rarely does the calculus student recognize the applications or impetus for the mathematical skills that are taught. Giordano and Weir produced A First Course in Mathematical Modeling, the first text which addressed this shortcoming in the curriculum of every science and engineering field. With the advent of powerful classroom computers, Fox, Maddox, Giordano and Weir produced Mathematical Modeling With Minitab...

  10. Our Mathematical Universe?

    OpenAIRE

    Butterfield, Jeremy

    2014-01-01

    This is a discussion of some themes in Max Tegmark's recent book, Our Mathematical Universe. It was written as a review for Plus Magazine, the online magazine of the UK's national mathematics education and outreach project, the Mathematics Millennium Project. Since some of the discussion (about symmetry breaking, and Pythagoreanism in the philosophy of mathematics) went beyond reviewing Tegmark's book, the material was divided into three online articles. This version combines those three arti...

  11. Utah's New Mathematics Core

    Science.gov (United States)

    Utah State Office of Education, 2011

    2011-01-01

    Utah has adopted more rigorous mathematics standards known as the Utah Mathematics Core Standards. They are the foundation of the mathematics curriculum for the State of Utah. The standards include the skills and understanding students need to succeed in college and careers. They include rigorous content and application of knowledge and reflect…

  12. Learning Environments in Mathematics

    Science.gov (United States)

    Turner, Vanshelle E.

    2017-01-01

    Learning mathematics is problematic for most primary school age children because mathematics is rote and the memorization of steps rather than an approach to seeing relationships that builds inquiry and understanding. Therefore, the traditional "algorithmic" way of teaching mathematics has not fully prepared students to be critical…

  13. Masculinities in mathematics

    CERN Document Server

    Mendick, Heather

    2006-01-01

    The study of mathematics, with other ''gendered'' subjects such as science and engineering, usually attracts more male than female pupils. This book explores this phenomenon, addressing the important question of why more boys than girls choose to study mathematics. It illuminates what studying mathematics means for both students and teachers.

  14. Mathematics of Risk Taking

    Indian Academy of Sciences (India)

    Author Affiliations. K B Athreya1 2 M G Nadkarni3. Department of Mathematics Iowa State University, Ames, Iowa; I M I, Department of Mathematics, Indian Institute of Science, Bangalore, 560012, India. Department of Mathematics, University of Mumbai Kalina, Mumbai, 400098, India.

  15. Mathematical Sciences in Australia

    Science.gov (United States)

    Thomas, Jan; Muchatuta, Michelle; Wood, Leigh

    2009-01-01

    This article investigates enrolment trends in mathematical sciences in Australian universities. Data has been difficult to extract and the coding for mathematical disciplines has made investigation challenging. We show that the number of mathematics major undergraduates in Australia is steadily declining though the number studying…

  16. Students' Mathematical Noticing

    Science.gov (United States)

    Lobato, Joanne; Hohensee, Charles; Rhodehamel, Bohdan

    2013-01-01

    Even in simple mathematical situations, there is an array of different mathematical features that students can attend to or notice. What students notice mathematically has consequences for their subsequent reasoning. By adapting work from both cognitive science and applied linguistics anthropology, we present a focusing framework, which treats…

  17. Mathematics Connection: Contact

    African Journals Online (AJOL)

    Principal Contact. Dr. Kofi Mereku Executive Editor Department of Mathematics Education, UCE Mathematical Association of Ghana, C/o Department of Mathematics Education University College of Education of Winneba P. O. Box 25, Winneba, Ghana Phone: +233244961318. Email: dkmereku@uew.edu.gh ...

  18. Mathematical Discovery: Hadamard Resurected

    Science.gov (United States)

    Liljedahl, Peter

    2004-01-01

    In 1943 Jacques Hadamard gave a series of lectures on mathematical invention at the Ecole Libre des Hautes Etudes in New York City. These talks were subsequently published as The Psychology of Mathematical Invention in the Mathematical Field (Hadamard, 1945). In this article I present a study that mirrors the work of Hadamard. Results both…

  19. Making Mathematics Culturally Relevant.

    Science.gov (United States)

    Moyer, Patricia

    2001-01-01

    Examines three strands of elementary mathematics--numerals and counting, recording and calculating, and mathematics exploration and play--and provides ways to integrate culture and mathematics experiences in each area. Specific topics include Egyptian methods for multiplication, the abacus, and the words for the numbers 1-10 in seven different…

  20. Mathematics and mysticism.

    Science.gov (United States)

    Abraham, Ralph

    2015-12-01

    Is there a world of mathematics above and beyond ordinary reality, as Plato proposed? Or is mathematics a cultural construct? In this short article we speculate on the place of mathematical reality from the perspective of the mystical cosmologies of the ancient traditions of meditation, psychedelics, and divination. Copyright © 2015. Published by Elsevier Ltd.

  1. Teaching Mathematics as Agape

    Science.gov (United States)

    Amidon, Joel C.

    2011-01-01

    What happens when the problem of inequitable access to mathematics is addressed by agape (pronounced agapa) or attending to the relationships students develop with mathematics? To respond to this question, this paper offers a description of the journey towards teaching mathematics as agape. First, I organized examples of equity pedagogy around the…

  2. MATHEMATICS AND MUSIC

    OpenAIRE

    ESİ, Ayten

    2017-01-01

    One of the areas where mathematics and art are related is music. Throughout human history, many mathematicians have been interested in music. In this study, the relations between mathematics and music were examined and tried to be explained with various examples that these two are inseparable parts of the each other, and it was tried to be emphasized that mathematics is in the music

  3. Creating Words in Mathematics

    Science.gov (United States)

    Galligan, Linda

    2016-01-01

    A "National Numeracy Report" and the Australian Curriculum (2014) have recognised the importance of language in mathematics. The general capabilities contained within the "Australian Curriculum: Mathematics" (2014) highlight literacy as an important tool in the teaching and learning of mathematics, from the interpretation of…

  4. Defining Mathematical Giftedness

    Science.gov (United States)

    Parish, Linda

    2014-01-01

    This theoretical paper outlines the process of defining "mathematical giftedness" for a present study on how primary school teaching shapes the mindsets of children who are mathematically gifted. Mathematical giftedness is not a badge of honour or some special value attributed to a child who has achieved something exceptional.…

  5. Mathematics Teaching Today

    Science.gov (United States)

    Martin, Tami S.; Speer, William R.

    2009-01-01

    This article describes features, consistent messages, and new components of "Mathematics Teaching Today: Improving Practice, Improving Student Learning" (NCTM 2007), an updated edition of "Professional Standards for Teaching Mathematics" (NCTM 1991). The new book describes aspects of high-quality mathematics teaching; offers a model for observing,…

  6. Mathematics of Risk Taking

    Indian Academy of Sciences (India)

    user

    Mathematics of Risk Taking. K B Athreya and M G Nadkarni. Keywords. Investor, risk taking, fair game, martingale, random walk, gam- bling, population. (left) K B Athreya is a visiting professor at IMI,. Mathematics Department,. IISc, Bangalore and is also a professor of mathematics and statistics at Iowa State. University ...

  7. Gender differences in mathematics anxiety and the relation to mathematics performance while controlling for test anxiety.

    Science.gov (United States)

    Devine, Amy; Fawcett, Kayleigh; Szűcs, Dénes; Dowker, Ann

    2012-07-09

    Mathematics anxiety (MA), a state of discomfort associated with performing mathematical tasks, is thought to affect a notable proportion of the school age population. Some research has indicated that MA negatively affects mathematics performance and that girls may report higher levels of MA than boys. On the other hand some research has indicated that boys' mathematics performance is more negatively affected by MA than girls' performance is. The aim of the current study was to measure girls' and boys' mathematics performance as well as their levels of MA while controlling for test anxiety (TA) a construct related to MA but which is typically not controlled for in MA studies. Four-hundred and thirty three British secondary school children in school years 7, 8 and 10 completed customised mental mathematics tests and MA and TA questionnaires. No gender differences emerged for mathematics performance but levels of MA and TA were higher for girls than for boys. Girls and boys showed a positive correlation between MA and TA and a negative correlation between MA and mathematics performance. TA was also negatively correlated with mathematics performance, but this relationship was stronger for girls than for boys. When controlling for TA, the negative correlation between MA and performance remained for girls only. Regression analyses revealed that MA was a significant predictor of performance for girls but not for boys. Our study has revealed that secondary school children experience MA. Importantly, we controlled for TA which is typically not controlled for in MA studies. Girls showed higher levels of MA than boys and high levels of MA were related to poorer levels of mathematics performance. As well as potentially having a detrimental effect on 'online' mathematics performance, past research has shown that high levels of MA can have negative consequences for later mathematics education. Therefore MA warrants attention in the mathematics classroom, particularly because

  8. Gender differences in mathematics anxiety and the relation to mathematics performance while controlling for test anxiety

    Science.gov (United States)

    2012-01-01

    Background Mathematics anxiety (MA), a state of discomfort associated with performing mathematical tasks, is thought to affect a notable proportion of the school age population. Some research has indicated that MA negatively affects mathematics performance and that girls may report higher levels of MA than boys. On the other hand some research has indicated that boys’ mathematics performance is more negatively affected by MA than girls’ performance is. The aim of the current study was to measure girls’ and boys’ mathematics performance as well as their levels of MA while controlling for test anxiety (TA) a construct related to MA but which is typically not controlled for in MA studies. Methods Four-hundred and thirty three British secondary school children in school years 7, 8 and 10 completed customised mental mathematics tests and MA and TA questionnaires. Results No gender differences emerged for mathematics performance but levels of MA and TA were higher for girls than for boys. Girls and boys showed a positive correlation between MA and TA and a negative correlation between MA and mathematics performance. TA was also negatively correlated with mathematics performance, but this relationship was stronger for girls than for boys. When controlling for TA, the negative correlation between MA and performance remained for girls only. Regression analyses revealed that MA was a significant predictor of performance for girls but not for boys. Conclusions Our study has revealed that secondary school children experience MA. Importantly, we controlled for TA which is typically not controlled for in MA studies. Girls showed higher levels of MA than boys and high levels of MA were related to poorer levels of mathematics performance. As well as potentially having a detrimental effect on ‘online’ mathematics performance, past research has shown that high levels of MA can have negative consequences for later mathematics education. Therefore MA warrants attention in

  9. Learning from Academic Tasks.

    Science.gov (United States)

    Marx, Ronald W.; Walsh, John

    1988-01-01

    Offers a descriptive theory of the nature of classroom tasks. Describes the interplay among (1) the conditions under which tasks are set; (2) the cognitive plans students use to accomplish tasks; and (3) the products students create as a result of their task-related efforts. (SKC)

  10. The nature of mathematics

    CERN Document Server

    Jourdain, Philip E B

    2007-01-01

    Anyone with an interest in mathematics will welcome the republication of this little volume by a remarkable mathematician who was also a logician, a philosopher, and an occasional writer of fiction and poetry. Originally published in 1913, and later included in the acclaimed anthology The World of Mathematics, Jourdain's survey shows how and why the methods of mathematics were developed, traces the development of mathematical science from the earliest to modern times, and chronicles the application of mathematics to natural science.Starting with the ancient Egyptians and Greeks, the author p

  11. Mathematics for the imagination

    CERN Document Server

    Higgins, Peter

    2002-01-01

    Mathematics for the Imagination provides an accessible and entertaining investigation into mathematical problems in the world around us. From world navigation, family trees, and calendars to patterns, tessellations, and number tricks, this informative and fun new book helps you to understand the maths behind real-life questions and rediscover your arithmetical mind.This is a follow-up to the popular Mathematics for the Curious, Peter Higgins's first investigation into real-life mathematical problems.A highly involving book which encourages the reader to enter into the spirit of mathematical ex

  12. Introductory discrete mathematics

    CERN Document Server

    Balakrishnan, V K

    2010-01-01

    This concise text offers an introduction to discrete mathematics for undergraduate students in computer science and mathematics. Mathematics educators consider it vital that their students be exposed to a course in discrete methods that introduces them to combinatorial mathematics and to algebraic and logical structures focusing on the interplay between computer science and mathematics. The present volume emphasizes combinatorics, graph theory with applications to some stand network optimization problems, and algorithms to solve these problems.Chapters 0-3 cover fundamental operations involv

  13. The development of mathematics

    CERN Document Server

    Bell, Eric Temple

    1945-01-01

    ""This important book . . . presents a broad account of the part played by mathematics in the evolution of civilization, describing clearly the main principles, methods, and theories of mathematics that have survived from about 4000 BC to 1940.""― BooklistIn this time-honored study, one of the 20th century's foremost scholars and interpreters of the history and meaning of mathematics masterfully outlines the development of its leading ideas, and clearly explains the mathematics involved in each. According to the author, a professor of mathematics at the California Institute of Technology from

  14. Fundamental concepts of mathematics

    CERN Document Server

    Goodstein, R L

    Fundamental Concepts of Mathematics, 2nd Edition provides an account of some basic concepts in modern mathematics. The book is primarily intended for mathematics teachers and lay people who wants to improve their skills in mathematics. Among the concepts and problems presented in the book include the determination of which integral polynomials have integral solutions; sentence logic and informal set theory; and why four colors is enough to color a map. Unlike in the first edition, the second edition provides detailed solutions to exercises contained in the text. Mathematics teachers and people

  15. Mathematics in ancient Greece

    CERN Document Server

    Dantzig, Tobias

    2006-01-01

    More than a history of mathematics, this lively book traces mathematical ideas and processes to their sources, stressing the methods used by the masters of the ancient world. Author Tobias Dantzig portrays the human story behind mathematics, showing how flashes of insight in the minds of certain gifted individuals helped mathematics take enormous forward strides. Dantzig demonstrates how the Greeks organized their precursors' melange of geometric maxims into an elegantly abstract deductive system. He also explains the ways in which some of the famous mathematical brainteasers of antiquity led

  16. Philosophy of mathematics

    CERN Document Server

    Gabbay, Dov M; Woods, John

    2009-01-01

    One of the most striking features of mathematics is the fact that we are much more certain about the mathematical knowledge we have than about what mathematical knowledge is knowledge of. Are numbers, sets, functions and groups physical entities of some kind? Are they objectively existing objects in some non-physical, mathematical realm? Are they ideas that are present only in the mind? Or do mathematical truths not involve referents of any kind? It is these kinds of questions that have encouraged philosophers and mathematicians alike to focus their attention on issues in the philosophy of mat

  17. What is mathematical logic?

    CERN Document Server

    Crossley, J N; Brickhill, CJ; Stillwell, JC

    2010-01-01

    Although mathematical logic can be a formidably abstruse topic, even for mathematicians, this concise book presents the subject in a lively and approachable fashion. It deals with the very important ideas in modern mathematical logic without the detailed mathematical work required of those with a professional interest in logic.The book begins with a historical survey of the development of mathematical logic from two parallel streams: formal deduction, which originated with Aristotle, Euclid, and others; and mathematical analysis, which dates back to Archimedes in the same era. The streams beg

  18. Meaning in mathematics education

    CERN Document Server

    Valero, Paola; Hoyles, Celia; Skovsmose, Ole

    2005-01-01

    What does it mean to know mathematics? How does meaning in mathematics education connect to common sense or to the meaning of mathematics itself? How are meanings constructed and communicated and what are the dilemmas related to these processes? There are many answers to these questions, some of which might appear to be contradictory. Thus understanding the complexity of meaning in mathematics education is a matter of huge importance. There are twin directions in which discussions have developed - theoretical and practical - and this book seeks to move the debate forward along both dimensions while seeking to relate them where appropriate. A discussion of meaning can start from a theoretical examination of mathematics and how mathematicians over time have made sense of their work. However, from a more practical perspective, anybody involved in teaching mathematics is faced with the need to orchestrate the myriad of meanings derived from multiple sources that students develop of mathematical knowledge.

  19. The History of Mathematics and Mathematical Education

    Science.gov (United States)

    Grattan-Guinness, I.

    1977-01-01

    Answers to questions which were asked after the author's various lectures in Australia are gathered here. Topics touched upon include "new" mathematics, unknown constants and free variables, propositional functions, linear algebra, arithmetic and geometry, and student assessment. (MN)

  20. Competence with fractions predicts gains in mathematics achievement.

    Science.gov (United States)

    Bailey, Drew H; Hoard, Mary K; Nugent, Lara; Geary, David C

    2012-11-01

    Competence with fractions predicts later mathematics achievement, but the codevelopmental pattern between fractions knowledge and mathematics achievement is not well understood. We assessed this codevelopment through examination of the cross-lagged relation between a measure of conceptual knowledge of fractions and mathematics achievement in sixth and seventh grades (N=212). The cross-lagged effects indicated that performance on the sixth grade fractions concepts measure predicted 1-year gains in mathematics achievement (ß=.14, pmathematics achievement did not predict gains on the fractions concepts measure (ß=.03, p>.50). In a follow-up assessment, we demonstrated that measures of fluency with computational fractions significantly predicted seventh grade mathematics achievement above and beyond the influence of fluency in computational whole number arithmetic, performance on number fluency and number line tasks, central executive span, and intelligence. Results provide empirical support for the hypothesis that competence with fractions underlies, in part, subsequent gains in mathematics achievement. Copyright © 2012 Elsevier Inc. All rights reserved.

  1. Writing and mathematical problem solving in Grade 3

    Directory of Open Access Journals (Sweden)

    Belinda Petersen

    2017-06-01

    Full Text Available This article looks at writing tasks as a methodology to support learners’ mathematical problemsolving strategies in the South African Foundation Phase context. It is a qualitative case study and explores the relation between the use of writing in mathematics and development of learners’ problem-solving strategies and conceptual understanding. The research was conducted in a suburban Foundation Phase school in Cape Town with a class of Grade 3 learners involved in a writing and mathematics intervention. Writing tasks were modelled to learners and implemented by them while they were engaged in mathematical problem solving. Data were gathered from a sample of eight learners of different abilities and included written work, interviews, field notes and audio recordings of ability group discussions. The results revealed an improvement in the strategies and explanations learners used when solving mathematical problems compared to before the writing tasks were implemented. Learners were able to reflect critically on their thinking through their written strategies and explanations. The writing tasks appeared to support learners in providing opportunities to construct and apply mathematical knowledge and skills in their development of problem-solving strategies.

  2. PENGARUH INTELEGENSI, TASK COMMITMENT DAN SELF EFFICACY TERHADAP HASIL BELAJAR MATEMATIKA SISWA SMA

    Directory of Open Access Journals (Sweden)

    Nur Qalbi Tayibu

    2016-12-01

    Full Text Available This study aims to determine the effect of intelligence, task commitment and self efficacy towards learning outcomes math class X SMA country Bulukumba District of Bulukumba. This type of research is ex-post facto nature of causality. The population in the study were students of Class X SMAN in District Bulukmpa Bulukumba 2014/2015 school year as many as 420 students and 201 students sample, taken by using proportional random sampling. The instrument used consisted of intelligence tests (tests of verbal linguistic intelligence, logical mathematical intelligence and visual-spatial, self-efficacy scale and the scale of task commitment and math achievement test. Data were analyzed using descriptive statistics and inferential statistics that path analysis (path anlysis. The research concludes that: (i Most students of class X SMA in Bulukumba, have intelligence with the category average, task commitment in learning mathematics with high category, self-efficacy in mathematics with high category and yield learning mathematics are the very low category. (Ii a variable that significantly that intelligence directly influence the outcome of learning mathematics, self-efficacy directly influence learning outcomes and task commitment directly influence the results of students' mathematics learning, intelligence indirect effect on the result of learning mathematics through task commitment and self-efficacy influential indirectly of mathematics learning outcomes through task commitment.

  3. The nonlinear relations of the approximate number system and mathematical language to early mathematics development.

    Science.gov (United States)

    Purpura, David J; Logan, Jessica A R

    2015-12-01

    Both mathematical language and the approximate number system (ANS) have been identified as strong predictors of early mathematics performance. Yet, these relations may be different depending on a child's developmental level. The purpose of this study was to evaluate the relations between these domains across different levels of ability. Participants included 114 children who were assessed in the fall and spring of preschool on a battery of academic and cognitive tasks. Children were 3.12 to 5.26 years old (M = 4.18, SD = .58) and 53.6% were girls. Both mixed-effect and quantile regressions were conducted. The mixed-effect regressions indicated that mathematical language, but not the ANS, nor other cognitive domains, predicted mathematics performance. However, the quantile regression analyses revealed a more nuanced relation among domains. Specifically, it was found that mathematical language and the ANS predicted mathematical performance at different points on the ability continuum. These dual nonlinear relations indicate that different mechanisms may enhance mathematical acquisition dependent on children's developmental abilities. (c) 2015 APA, all rights reserved).

  4. Open problems in mathematics

    CERN Document Server

    Nash, Jr, John Forbes

    2016-01-01

    The goal in putting together this unique compilation was to present the current status of the solutions to some of the most essential open problems in pure and applied mathematics. Emphasis is also given to problems in interdisciplinary research for which mathematics plays a key role. This volume comprises highly selected contributions by some of the most eminent mathematicians in the international mathematical community on longstanding problems in very active domains of mathematical research. A joint preface by the two volume editors is followed by a personal farewell to John F. Nash, Jr. written by Michael Th. Rassias. An introduction by Mikhail Gromov highlights some of Nash’s legendary mathematical achievements. The treatment in this book includes open problems in the following fields: algebraic geometry, number theory, analysis, discrete mathematics, PDEs, differential geometry, topology, K-theory, game theory, fluid mechanics, dynamical systems and ergodic theory, cryptography, theoretical computer sc...

  5. Mathematical Sciences Institute Workshop

    CERN Document Server

    Scott, Philip

    1990-01-01

    A so-called "effective" algorithm may require arbitrarily large finite amounts of time and space resources, and hence may not be practical in the real world. A "feasible" algorithm is one which only requires a limited amount of space and/or time for execution; the general idea is that a feasible algorithm is one which may be practical on today's or at least tomorrow's computers. There is no definitive analogue of Church's thesis giving a mathematical definition of feasibility; however, the most widely studied mathematical model of feasible computability is polynomial-time computability. Feasible Mathematics includes both the study of feasible computation from a mathematical and logical point of view and the reworking of traditional mathematics from the point of view of feasible computation. The diversity of Feasible Mathematics is illustrated by the. contents of this volume which includes papers on weak fragments of arithmetic, on higher type functionals, on bounded linear logic, on sub recursive definitions ...

  6. Advances in mathematical economics

    CERN Document Server

    Maruyama, Toru

    2017-01-01

    The series is designed to bring together those mathematicians who are seriously interested in getting new challenging stimuli from economic theories with those economists who are seeking effective mathematical tools for their research. A lot of economic problems can be formulated as constrained optimizations and equilibration of their solutions. Various mathematical theories have been supplying economists with indispensable machineries for these problems arising in economic theory. Conversely, mathematicians have been stimulated by various mathematical difficulties raised by economic theories.

  7. Advances in mathematical economics

    CERN Document Server

    Maruyama, Toru

    2016-01-01

    The series is designed to bring together those mathematicians who are seriously interested in getting new challenging stimuli from economic theories with those economists who are seeking effective mathematical tools for their research. A lot of economic problems can be formulated as constrained optimizations and equilibration of their solutions. Various mathematical theories have been supplying economists with indispensable machineries for these problems arising in economic theory. Conversely, mathematicians have been stimulated by various mathematical difficulties raised by economic theories.

  8. Advances in mathematical economics

    CERN Document Server

    Yamazaki, Akira

    2006-01-01

    A lot of economic problems can formulated as constrained optimizations and equilibration of their solutions. Various mathematical theories have been supplying economists with indispensable machineries for these problems arising in economic theory. Conversely, mathematicians have been stimulated by various mathematical difficulties raised by economic theories. The series is designed to bring together those mathematicians who were seriously interested in getting new challenging stimuli from economic theories with those economists who are seeking for effective mathematical tools for their researchers.

  9. Advances in mathematical economics

    CERN Document Server

    Yamazaki, Akira

    2006-01-01

    A lot of economic problems can formulated as constrained optimizations and equilibration of their solutions.Various mathematical theories have been supplying economists with indispensable machineries for these problems arising in economic theory. Conversely, mathematicians have been stimulated by various mathematical difficulties raised by economic theories. The series is designed to bring together those mathematicians who were seriously interested in getting new challenging stimuli from economic theories with those economists who are seeking for effective mathematical tools for their researchers.

  10. International Mathematical Internet Olympiad

    Directory of Open Access Journals (Sweden)

    Alexander Domoshnitsky

    2012-10-01

    Full Text Available Modern Internet technologies open new possibilities in wide spectrum of traditional methods used in mathematical education. One of the areas, where these technologies can be efficiently used, is an organization of mathematical competitions. Contestants can stay at their schools or universities and try to solve as many mathematical problems as possible and then submit their solutions through Internet. Simple Internet technologies supply audio and video connection between participants and organizers.

  11. Interactive Mathematics Textbooks

    DEFF Research Database (Denmark)

    Sinclair, Robert

    1999-01-01

    We claim that important considerations have been overlooked in designinginteractive mathematics educational software in the past.In particular,most previous work has concentrated on how to make use ofpre-existing software in mathematics education, rather than firstasking the more...... fundamentalquestion of which requirements mathematics education puts on software, and thendesigning software to fulfil these requirements.We present a working prototype system which takes a script defining an interactivemathematicaldocument and then provides a reader with an interactive realization of thatdocument....

  12. Learning Mathematics through Programming

    DEFF Research Database (Denmark)

    Misfeldt, Morten; Ejsing-Duun, Stine

    2015-01-01

    In this paper we explore the potentials for learning mathematics through programming by a combination of theoretically derived potentials and cases of practical pedagogical work. We propose a model with three interdependent learning potentials as programming which can: (1) help reframe the students...... to mathematics is paramount. Analyzing two cases, we suggest a number of ways in which didactical attention to epistemic mediation can support learning mathematics....

  13. Advances in mathematical economics

    CERN Document Server

    Maruyama, Toru

    2015-01-01

    The series is designed to bring together those mathematicians who are seriously interested in getting new challenging stimuli from economic theories with those economists who are seeking effective mathematical tools for their research. A lot of economic problems can be formulated as constrained optimizations and equilibration of their solutions. Various mathematical theories have been supplying economists with indispensable machineries for these problems arising in economic theory. Conversely, mathematicians have been stimulated by various mathematical difficulties raised by economic theories.

  14. Mathematics in Engineering

    OpenAIRE

    Chatterjee, Anindya

    2005-01-01

    I try to convey some of the variety and excitement involved in the application of mathematics to engineering problems; to provide a taste of some actual mathematical calculations that engineers do; and finally, to make clear the distinctions between the applied subject of engineering and its purer parents, which include mathematics and the physical sciences. Two main points of this article are that in engineering it is approximation, and not truth, that reigns; and that an engineer carries a ...

  15. Educating mathematics teacher educators

    DEFF Research Database (Denmark)

    Højgaard, Tomas; Jankvist, Uffe Thomas

    2014-01-01

    The paper argues for a three-dimensional course design structure for future mathematics teacher educators. More precisely we describe the design and implementation of a course basing itself on: the two mathematical competencies of modelling and problem tackling, this being the first dimension......; the two mathematical topics of differential equations and stochastics, this being the second dimension; and finally a third dimension the purpose of which is to deepen the two others by means of a didactical perspective....

  16. Ideation in mathematical writing

    DEFF Research Database (Denmark)

    Misfeldt, Morten

    2007-01-01

    This paper considers idea generation during the mathematical writing process. Two contrasting explanations of the creative potential in connection to writing is presented; writing as a process of setting and obtaining rhetorical goals and writing as a process of discovery. These views...... are then related to two empirically found categories of functions that writing serves researchers in the field of mathematics, concluding that both views contributes to understanding the creative potential in relation to mathematical writing....

  17. Clustering of maintenance tasks for the danish railway system

    DEFF Research Database (Denmark)

    M. Pour, Shahrzad; Benlic, Una

    2017-01-01

    standards. In this paper, we present a mathematical model for allocation of maintenance tasks to maintenance team members, which is a variant of the Generalized Assignment Problem. The aim is to optimise the following three criteria: (i) the total distance travelled from depots to tasks, (ii) the maximal...... distance between any maintenance task and its allocated crew member, and (iii) the imbalance in workload among crew members. As test cases, we use a set of instances that simulate the distribution of tasks in the Jutland peninsula, the largest region of Denmark....

  18. Exploring local plausible reasoning: the case of inequality tasks

    Science.gov (United States)

    Rofiki, I.; Nusantara, T.; Subanji; Chandra, T. D.

    2017-12-01

    This study explores local plausible reasoning in solving inequality tasks. The study was conducted to 78 students of mathematics education major from a university in Surabaya, Indonesia. Data were collected through written tasks and interviews. The data were analysed by a constant comparative method. The results of the study were the characteristics of local plausible reasoning shown by these behaviours: (1) students applied plausible reasoning in the local part of task solving or (2) students involved a conceptual understanding or a relational understanding in a few part of entirely argumentations. Educators can overcome the students’ behaviours by designing a meaningful learning strategy which develops students’ plausible reasoning in the whole of task solving.

  19. Project Tasks in Robotics

    DEFF Research Database (Denmark)

    Sørensen, Torben; Hansen, Poul Erik

    1998-01-01

    Description of the compulsary project tasks to be carried out as a part of DTU course 72238 Robotics......Description of the compulsary project tasks to be carried out as a part of DTU course 72238 Robotics...

  20. Handbook of mathematics

    CERN Document Server

    Kuipers, L

    1969-01-01

    International Series of Monographs in Pure and Applied Mathematics, Volume 99: Handbook of Mathematics provides the fundamental mathematical knowledge needed for scientific and technological research. The book starts with the history of mathematics and the number systems. The text then progresses to discussions of linear algebra and analytical geometry including polar theories of conic sections and quadratic surfaces. The book then explains differential and integral calculus, covering topics, such as algebra of limits, the concept of continuity, the theorem of continuous functions (with examp

  1. Mathematical mind-benders

    CERN Document Server

    Winkler, Peter

    2007-01-01

    Peter Winkler is at it again. Following the enthusiastic reaction to Mathematical Puzzles: A Connoisseur's Collection, Peter has compiled a new collection of elegant mathematical puzzles to challenge and entertain the reader. The original puzzle connoisseur shares these puzzles, old and new, so that you can add them to your own anthology. This book is for lovers of mathematics, lovers of puzzles, lovers of a challenge. Most of all, it is for those who think that the world of mathematics is orderly, logical, and intuitive-and are ready to learn otherwise! A pdf with errata is updated by the aut

  2. Mathematics at University

    DEFF Research Database (Denmark)

    Winsløw, Carl

    2015-01-01

    Mathematics is studied in universities by a large number of students. At the same time it is a field of research for a (smaller) number of university teachers. What relations, if any, exist between university research and teaching of mathematics? Can research “support” teaching? What research...... and what teaching? In this presentation we propose a theoretical framework to study these questions more precisely, based on the anthropological theory of didactics. As a main application, the links between the practices of mathematical research and university mathematics teaching are examined...

  3. Mathematics in India

    CERN Document Server

    Plofker, Kim

    2009-01-01

    Based on extensive research in Sanskrit sources, Mathematics in India chronicles the development of mathematical techniques and texts in South Asia from antiquity to the early modern period. Kim Plofker reexamines the few facts about Indian mathematics that have become common knowledge--such as the Indian origin of Arabic numerals--and she sets them in a larger textual and cultural framework. The book details aspects of the subject that have been largely passed over in the past, including the relationships between Indian mathematics and astronomy, and their cross-fertilizations with Islamic sc

  4. Mathematical fallacies and paradoxes

    CERN Document Server

    Bunch, Bryan

    1982-01-01

    Stimulating, thought-provoking analysis of the most interesting intellectual inconsistencies in mathematics, physics, and language, including being led astray by algebra (De Morgan's paradox). 1982 edition.

  5. Philosophy and mathematics: interactions.

    Science.gov (United States)

    Rashed, Roshdi

    From Plato to the beginnings of the last century, mathematics provided philosophers with methods of exposition, procedures of demonstration, and instruments of analysis. The unprecedented development of mathematics on the one hand, and the mathematicians' appropriation of Logic from the philosophers on the other hand, have given rise to two problems with which the philosophers have to contend: (1) Is there still a place for the philosophy of mathematics? and (2) To what extent is a philosophy of mathematics still possible? This article offers some reflections on these questions, which have preoccupied a good many philosophers and continue to do so.

  6. Teaching secondary mathematics

    CERN Document Server

    Rock, David

    2013-01-01

    Solidly grounded in up-to-date research, theory and technology,?Teaching Secondary Mathematics?is a practical, student-friendly, and popular text for secondary mathematics methods courses. It provides clear and useful approaches for mathematics teachers, and shows how concepts typically found in a secondary mathematics curriculum can be taught in a positive and encouraging way. The thoroughly revised fourth edition combines this pragmatic approach with truly innovative and integrated technology content throughout. Synthesized content between the book and comprehensive companion websi

  7. Sixth form pure mathematics

    CERN Document Server

    Plumpton, C

    1968-01-01

    Sixth Form Pure Mathematics, Volume 1, Second Edition, is the first of a series of volumes on Pure Mathematics and Theoretical Mechanics for Sixth Form students whose aim is entrance into British and Commonwealth Universities or Technical Colleges. A knowledge of Pure Mathematics up to G.C.E. O-level is assumed and the subject is developed by a concentric treatment in which each new topic is used to illustrate ideas already treated. The major topics of Algebra, Calculus, Coordinate Geometry, and Trigonometry are developed together. This volume covers most of the Pure Mathematics required for t

  8. Journal of applied mathematics

    National Research Council Canada - National Science Library

    2001-01-01

    .... Subject areas include (but are not limited to) approximation theory, computing, control and systems, differential equations and dynamical systems, financial mathematics, fluid mechanics and solid mechanics, fractional calculus...

  9. Mathematics, Mathematicians, and Desire

    OpenAIRE

    Roodal Persad, Veda

    2014-01-01

    This thesis is about mapping the landscape of engagement with mathematics, including elucidating aspects of who we are, as human beings, when we do mathematics and of what mathematics calls us to do if we are to engage with it. Using the concept of desire in the psychoanalytic theory of Jacques Lacan and the forms of desire as elucidated by the Lacanian theorist, Mark Bracher, I seek to find out what the mathematical encounter takes (the demands and costs) and what it gives (the offers and re...

  10. Mathematics in civilization

    CERN Document Server

    Resnikoff, Howard L

    2015-01-01

    Space flight, computers, lasers, and information technology ― these are but a few examples of the spectacular growth, development, and far-reaching applications of mathematics. But what of the field's past? Upon which intellectual milestones were the foundations of modern mathematics constructed? How has our comprehension of the physical universe, language, and the nature of thought itself been influenced and informed by the developments of mathematics through the ages?This lucid presentation examines how mathematics shaped and was shaped by the course of human events. In a format suited to co

  11. Hands-On Mathematics: Two Cases from Ancient Chinese Mathematics

    Science.gov (United States)

    Wang, Youjun

    2009-01-01

    In modern mathematical teaching, it has become increasingly emphasized that mathematical knowledge should be taught by problem-solving, hands-on activities, and interactive learning experiences. Comparing the ideas of modern mathematical education with the development of ancient Chinese mathematics, we find that the history of mathematics in…

  12. Using Mathematics Literature with Prospective Secondary Mathematics Teachers

    Science.gov (United States)

    Jett, Christopher C.

    2014-01-01

    Literature in mathematics has been found to foster positive improvements in mathematics learning. This manuscript reports on a mathematics teacher educator's use of literature via literature circles with 11 prospective secondary mathematics teachers in a mathematics content course. Using survey and reflection data, the author found that…

  13. On Mathematical Understanding: Perspectives of Experienced Chinese Mathematics Teachers

    Science.gov (United States)

    Cai, Jinfa; Ding, Meixia

    2017-01-01

    Researchers have long debated the meaning of mathematical understanding and ways to achieve mathematical understanding. This study investigated experienced Chinese mathematics teachers' views about mathematical understanding. It was found that these mathematics teachers embrace the view that understanding is a web of connections, which is a result…

  14. Finite Mathematics and Discrete Mathematics: Is There a Difference?

    Science.gov (United States)

    Johnson, Marvin L.

    Discrete mathematics and finite mathematics differ in a number of ways. First, finite mathematics has a longer history and is therefore more stable in terms of course content. Finite mathematics courses emphasize certain particular mathematical tools which are useful in solving the problems of business and the social sciences. Discrete mathematics…

  15. Mathematical competencies and the role of mathematics in physics education: A trend analysis of TIMSS Advanced 1995 and 2008

    Directory of Open Access Journals (Sweden)

    Trude Nilsen

    2013-10-01

    Full Text Available As students advance in their learning of physics over the course of their education, the requirement of mathematical applications in physics-related tasks increases, especially so in upper secondary school and in higher education. Yet there is little empirical work (particularly large-scale or longitudinal on the application of mathematics in physics education compared with the research related to the conceptual knowledge of physics. In order to clarify the nature of mathematics in physics education, we developed a theoretical framework for mathematical competencies pertinent to various physics tasks based on theoretical frameworks from mathematics and physics education. We used this synthesis of frameworks as a basis to create a model for physics competence. The framework also served as a tool for analyzing and categorizing trend items from the international large-scale survey, TIMSS Advanced 1995 and 2008. TIMSS Advanced assessed students in upper secondary school with special preparation in advanced physics and mathematics. We then investigated the changes in achievements on these categorized items across time for nations who participated in both surveys. The results from our analysis indicate that students whose overall physics achievement declined struggled the most with items requiring mathematics, especially items requiring them to handle symbols, such as manipulating equations. This finding suggests the importance of collaboration between mathematics and physics education as well as the importance of traditional algebra for physics education.

  16. Reflective Analysis as a Tool for Task Redesign: The Case of Prospective Elementary Teachers Solving and Posing Fraction Comparison Problems

    Science.gov (United States)

    Thanheiser, Eva; Olanoff, Dana; Hillen, Amy; Feldman, Ziv; Tobias, Jennifer M.; Welder, Rachael M.

    2016-01-01

    Mathematical task design has been a central focus of the mathematics education research community over the last few years. In this study, six university teacher educators from six different US institutions formed a community of practice to explore key aspects of task design (planning, implementing, reflecting, and modifying) in the context of…

  17. Task assignment and coaching

    NARCIS (Netherlands)

    Dominguez-Martinez, S.

    2009-01-01

    An important task of a manager is to motivate her subordinates. One way in which a manager can give incentives to junior employees is through the assignment of tasks. How a manager allocates tasks in an organization, provides information to the junior employees about his ability. Without coaching

  18. Comparison of Mathematics and Humanitarian Sciences Students’ Metacognitive Strategies

    Directory of Open Access Journals (Sweden)

    Gholam Hossein Javanmard

    2014-09-01

    Full Text Available Abstract The purpose of this study was to compare the differences of using meta-cognitive strategies in high school students who study in the fields of mathematics and humanities. For do this, 140 high school students were selected randomly. The Swanson’s Meta-cognition Strategies Test was administrated for sample groups. The acquired means for two regroups were compared with t-test for two independent groups’ method. Results indicated that two groups were meaningfully differed from each other (sig=0.01 in using meta-cognitive strategies, and mean of students in mathematics field were high. Also there was a meaningful difference in task component between two groups (sig=0.002, and the mean of students in mathematics field was higher than from students in humanities field in this component. The high school students in mathematics field use more metacognitive strategies, especially task component, than the students in humanities field.

  19. Classroom observation data and instruction in primary mathematics education: improving design and rigour

    Science.gov (United States)

    Thompson, Carla J.; Davis, Sandra B.

    2014-06-01

    The use of formal observation in primary mathematics classrooms is supported in the literature as a viable method of determining effective teaching strategies and appropriate tasks for inclusion in the early years of mathematics learning. The twofold aim of this study was to (a) investigate predictive relationships between primary mathematics classroom observational data and student achievement data, and (b) to examine the impact of providing periodic classroom observational data feedback to teachers using a Relational-Feedback-Intervention (RFI) Database Model. This observational research effort focused on an empirical examination of student engagement levels in time spent on specific learning activities observed in primary mathematics classrooms as predictors of student competency outcomes in mathematics. Data were collected from more than 2,000 primary classroom observations in 17 primary schools during 2009-2011 and from standardised end-of-year tests for mathematics achievement. Results revealed predictive relationships among several types of teaching and learning tasks with student achievement. Specifically, the use of mathematics concepts, technology and hands-on materials in primary mathematics classrooms was found to produce substantive predictors of increased student mathematics achievement. Additional findings supported the use of periodic classroom observation data reporting as a positive influence on teachers' decisions in determining instructional tasks for inclusion in primary mathematics classrooms. Study results indicate classroom observational research involving a RFI Database Model is a productive tool for improving teaching and learning in primary mathematics classrooms.

  20. Pre-service teachers’ challenges in presenting mathematical problems

    Science.gov (United States)

    Desfitri, R.

    2018-01-01

    The purpose of this study was to analyzed how pre-service teachers prepare and assigned tasks or assignments in teaching practice situations. This study was also intended to discuss about kind of tasks or assignments they gave to students. Participants of this study were 15 selected pre-service mathematics teachers from mathematics education department who took part on microteaching class as part of teaching preparation program. Based on data obtained, it was occasionally found that there were hidden errors on questions or tasks assigned by pre-service teachers which might lead their students not to be able to reach a logical or correct answer. Although some answers might seem to be true, they were illogical or unfavourable. It is strongly recommended that pre-service teachers be more careful when posing mathematical problems so that students do not misunderstand the problems or the concepts, since both teachers and students were sometimes unaware of errors in problems being worked on.

  1. Predicting Relationships between Mathematics Anxiety, Mathematics Teaching Anxiety, Self-efficacy Beliefs towards Mathematics and Mathematics Teaching

    OpenAIRE

    Unlu, Melihan; Ertekin, Erhan; Dilmac, Bulent

    2017-01-01

    The purpose of the research is to investigate the relationships betweenself-efficacy beliefs toward mathematics, mathematics anxiety and self-efficacybeliefs toward mathematics teaching, mathematics teaching anxiety variables andtesting the relationships between these variables with structural equationmodel. The sample of the research, which was conducted in accordance withrelational survey model, consists of 380 university students, who studied atthe department of Elementary Mathematics Educ...

  2. Proof and knowledge in mathematics

    CERN Document Server

    Detlefsen, Michael

    2005-01-01

    These questions arise from any attempt to discover an epistemology for mathematics. This collection of essays considers various questions concerning the nature of justification in mathematics and possible sources of that justification. Among these are the question of whether mathematical justification is a priori or a posteriori in character, whether logical and mathematical differ, and if formalization plays a significant role in mathematical justification,

  3. The mathematics companion mathematical methods for physicists and engineers

    CERN Document Server

    Fischer-Cripps, Anthony C

    2014-01-01

    Part 1 Essential Mathematics: Basic mathematics. Differentiation. Integration. Exponentials and logarithms. Hyperbolic functions. Infinite series. Part 2 Advance Mathematics: Ordinary differential equations. Laplace transforms. Vector analysis. Partial derivatives. Multiple integrals. Fourier series. Special functions. Partial differential equations.

  4. Engineering Students' Self-Efficacy Judgment to Solve Mathematical Problems in the Classroom or Online

    Science.gov (United States)

    Villarreal-Treviño, Maria Guadalupe; Villarreal-Lozano, Ricardo Jesus; Morales-Martinez, Guadalupe Elizabeth; Lopez-Ramirez, Ernesto Octavio; Flores-Moreno, Norma Esthela

    2017-01-01

    This study explored in a sample of 560 high level education students their judgment formation to perceived self-efficacy to solve mathematical tasks. Students had to read 36 experimental vignettes describing educative scenarios to learn mathematics. Each scenario presented four manipulated pieces of information (learning modality, task difficulty,…

  5. Capturing Student Mathematical Engagement through Differently Enacted Classroom Practices: Applying a Modification of Watson's Analytical Tool

    Science.gov (United States)

    Patahuddin, Sitti Maesuri; Puteri, Indira; Lowrie, Tom; Logan, Tracy; Rika, Baiq

    2018-01-01

    This study examined student mathematical engagement through the intended and enacted lessons taught by two teachers in two different middle schools in Indonesia. The intended lesson was developed using the ELPSA learning design to promote mathematical engagement. Based on the premise that students will react to the mathematical tasks in the forms…

  6. Mathematics in Ancient India

    Indian Academy of Sciences (India)

    In this series of articles, we intend to have a glimpse of some of the landmarks in ancient In- dian mathematics with special emphasis on num- ber theory. This issue features a brief overview of some of the high peaks of mathematics in an- cient India. In the next part we shall describe. Aryabhata's general solution in integers ...

  7. Mathematics. [SITE 2002 Section].

    Science.gov (United States)

    Connell, Michael L., Ed.; Lowery, Norene Vail, Ed.; Harnisch, Delwyn L., Ed.

    This document contains the following papers on mathematics from the SITE (Society for Information Technology & Teacher Education) 2002 conference: (1) "Teachers' Learning of Mathematics in the Presence of Technology: Participatory Cognitive Apprenticeship" (Mara Alagic); (2) "A Fractal Is a Pattern in Your Neighborhood" (Craig N. Bach); (3)…

  8. Dyslexia, Dyspraxia and Mathematics.

    Science.gov (United States)

    Yeo, Dorian

    This book explores how primary school children with dyslexia or dyspraxia and difficulty in math can learn math and provides practical support and detailed teaching suggestions. It considers cognitive features that underlie difficulty with mathematics generally or with specific aspects of mathematics. It outlines the ways in which children usually…

  9. Pursuing Mathematics in India

    Indian Academy of Sciences (India)

    Admin

    2012-09-07

    Sep 7, 2012 ... they have to do to bring out their full potential and ii) they establish a rapport with other participants and teachers which helps them shape their career in mathematics. For details on venues, dates and other information please look into: http://www.mtts.org.in/. Advanced Training in Mathematics (ATM) ...

  10. Advanced Mathematical Thinking

    Science.gov (United States)

    Dubinsky, Ed; McDonald, Michael A.; Edwards, Barbara S.

    2005-01-01

    In this article we propose the following definition for advanced mathematical thinking: Thinking that requires deductive and rigorous reasoning about mathematical notions that are not entirely accessible to us through our five senses. We argue that this definition is not necessarily tied to a particular kind of educational experience; nor is it…

  11. Mathematics of Risk Taking

    Indian Academy of Sciences (India)

    https://www.ias.ac.in/article/fulltext/reso/014/01/0066-0079. Keywords. Investor; risk taking; fair game; martingale; random walk; gambling; population. Author Affiliations. K B Athreya1 2 M G Nadkarni3. Department of Mathematics Iowa State University, Ames, Iowa; I M I, Department of Mathematics, Indian Institute of Science, ...

  12. Mathematics for computer graphics

    CERN Document Server

    Vince, John

    2006-01-01

    Helps you understand the mathematical ideas used in computer animation, virtual reality, CAD, and other areas of computer graphics. This work also helps you to rediscover the mathematical techniques required to solve problems and design computer programs for computer graphic applications

  13. Elementary Mathematics Leaders

    Science.gov (United States)

    Fennell, Francis; Kobett, Beth McCord; Wray, Jonathan A.

    2013-01-01

    Elementary school mathematics leaders often come to the realization that their position, however titled and determined, although dedicated to addressing needs in math teaching and learning, also entails and directly involves leadership. Elementary school math specialists/instructional leaders (referenced here as elementary mathematics leaders, or…

  14. Problems for Computer Mathematics.

    Science.gov (United States)

    Allison, Ronald; And Others

    This booklet contains some 80 problems in mathematics suitable for computer solution. The problems range from very simple to complex. Problems have been included from most mathematic disciplines, including number theory, analytical geometry, probability and statistics, trigonometry, equations, and sequence and limits. For the most part these…

  15. Mathematics in Ancient India

    Indian Academy of Sciences (India)

    SERIES I ARTICLE. Mathematics in Ancient India. 3. Brahmagupta's Lemma: The Samasabhavana. Amartya Kumar Dutta is an Associate Professor of. Mathematics at the. Indian Statistical. Institute, Kolkata. His research interest is in commutative algebra. Part 1, An overview, Reso- nance, VoL7, No.4, pp.4-19,. 2002. Part 2.

  16. History of Mathematics

    DEFF Research Database (Denmark)

    Hansen, Vagn Lundsgaard; Gray, Jeremy

    Volume 1 in Theme on "History of Mathematics", in "Encyclopedia of Life Support Systems (EOLSS), developed under the auspices of the UNESCO.......Volume 1 in Theme on "History of Mathematics", in "Encyclopedia of Life Support Systems (EOLSS), developed under the auspices of the UNESCO....

  17. Mathematics Teaching and Inclusion

    DEFF Research Database (Denmark)

    This volume contains the proceedings of the 3rd Nordic Research Conference on Special Needs Education in Mathematics, which took place in Rebild organised by Aalborg University in November 23-25, 2005. The theme of the conference was Mathematics Education and Inclusion. The conference theme...

  18. Archives: Mathematics Connection

    African Journals Online (AJOL)

    Items 1 - 9 of 9 ... Archives: Mathematics Connection. Journal Home > Archives: Mathematics Connection. Log in or Register to get access to full text downloads. Username, Password, Remember me, or Register · Journal Home · ABOUT THIS JOURNAL · Advanced Search · Current Issue · Archives. 1 - 9 of 9 Items. 2011 ...

  19. Revisiting Mathematics Manipulative Materials

    Science.gov (United States)

    Swan, Paul; Marshall, Linda

    2010-01-01

    It is over 12 years since "APMC" published Bob Perry and Peter Howard's research on the use of mathematics manipulative materials in primary mathematics classrooms. Since then the availability of virtual manipulatives and associated access to computers and interactive whiteboards have caused educators to rethink the use of mathematics…

  20. Mathematical Graphic Organizers

    Science.gov (United States)

    Zollman, Alan

    2009-01-01

    As part of a math-science partnership, a university mathematics educator and ten elementary school teachers developed a novel approach to mathematical problem solving derived from research on reading and writing pedagogy. Specifically, research indicates that students who use graphic organizers to arrange their ideas improve their comprehension…

  1. Proceedings - Mathematical Sciences

    Indian Academy of Sciences (India)

    21

    School of Mathematical Sciences,. Universiti Sains Malaysia,. 11800 USM, Malaysia. andy@usm.my. Wen Chean Teh†. School of Mathematical Sciences, ... ones, been met with failure thus far. (Z,−) is a good example of an algebraic system not too remote from a semigroup that turns out not to be a Ramsey algebra. We are ...

  2. CLASSICS On Teaching Mathematics

    Indian Academy of Sciences (India)

    Nowhere was this tradition stronger than in France, and he has especially harsh words for its influence on education. Nevertheless, one must remember that he used many results from this form of mathematics, even contributed to it, and was honoured by the French mathematical community with a lifetime professorship!

  3. Mathematical Education for Geographers

    Science.gov (United States)

    Wilson, Alan

    1978-01-01

    Outlines mathematical topics of use to college geography students identifies teaching methods for mathematical techniques in geography at the University of Leeds; and discusses problem of providing students with a framework for synthesizing all content of geography education. For journal availability, see SO 506 593. (Author/AV)

  4. What is mathematics?

    DEFF Research Database (Denmark)

    Høyrup, Jens

    2017-01-01

    The paper discusses the question “What is mathematics?” from a point of view inspired by anthropology. In this perspective, the character of mathematical thinking and argument is strongly affected - almost essentially determined, indeed - by the dynamics of the specific social, mostly professional...

  5. Computer Aided Mathematics

    DEFF Research Database (Denmark)

    Sinclair, Robert

    1998-01-01

    Course notes of a PhD course held in 1998. The central idea is to introduce students to computational mathematics using object oriented programming in C++.......Course notes of a PhD course held in 1998. The central idea is to introduce students to computational mathematics using object oriented programming in C++....

  6. Mathematics and computing

    Indian Academy of Sciences (India)

    The interaction of computing and mathematics is of course a very longstanding one in that, at some elementary level the words were more or less synonymous. However, mathematics has naturally focussed on abstract concepts and ideas while many scientific fields need and perform much computation. With fast modern ...

  7. Refresher Course in Mathematics

    Indian Academy of Sciences (India)

    Applications are invited. from University/College teachers and Researchers interested in participating in the Academy Refresher Course on Mathematical Analysis and Applications to be held at Departme~t of Mathematics, Berhampur University, Berhampur from December. 1-13, 2003. Prof. V Kannan of University of ...

  8. Experimenting with Mathematical Biology

    Science.gov (United States)

    Sanft, Rebecca; Walter, Anne

    2016-01-01

    St. Olaf College recently added a Mathematical Biology concentration to its curriculum. The core course, Mathematics of Biology, was redesigned to include a wet laboratory. The lab classes required students to collect data and implement the essential modeling techniques of formulation, implementation, validation, and analysis. The four labs…

  9. Mathematics and Sports

    Indian Academy of Sciences (India)

    nal stereotype of a mathematician is a highly nonathletic, myopic individual with his head buried in books. Reality, of course, is other- wise. One finds many who are proficient in both mathematics and sports, but even so, rarely there's someone who combines the two. Mathematics in sports? Certainly. Tendulkar does not ...

  10. Is This Mathematical?

    Science.gov (United States)

    Dodd, Jennifer

    2010-01-01

    In this article, the author reports on the findings of her research on what her Year 10 students consider to be "mathematical." The class contains thirteen students who will all sit the higher tier IGCSE next year. The author found out that the students considered things she told them to have a higher mathematical status than work they…

  11. Rethinking the mathematics curriculum

    CERN Document Server

    Hoyles, Celia; Woodhouse, Geoffrey

    1998-01-01

    At a time when political interest in mathematics education is at its highest, this book demonstrates that the issues are far from straightforward. A wide range of international contributors address such questions as: What is mathematics, and what is it for? What skills does mathematics education need to provide as technology advances? What are the implications for teacher education? What can we learn from past attempts to change the mathematics curriculum? Rethinking the Mathematics Curriculum offers stimulating discussions, showing much is to be learnt from the differences in culture, national expectations, and political restraints revealed in the book. This accessible book will be of particular interest to policy makers, curriculum developers, educators, researchers and employers as well as the general reader.

  12. Developing mathematical modelling competence

    DEFF Research Database (Denmark)

    Blomhøj, Morten; Jensen, Tomas Højgaard

    2003-01-01

    In this paper we introduce the concept of mathematical modelling competence, by which we mean being able to carry through a whole mathematical modelling process in a certain context. Analysing the structure of this process, six sub-competences are identified. Mathematical modelling competence...... cannot be reduced to these six sub-competences, but they are necessary elements in the development of mathematical modelling competence. Experience from the development of a modelling course is used to illustrate how the different nature of the sub-competences can be used as a tool for finding...... the balance between different kinds of activities in a particular educational setting. Obstacles of social, cognitive and affective nature for the students' development of mathematical modelling competence are reported and discussed in relation to the sub-competences....

  13. Mathematics of aperiodic order

    CERN Document Server

    Lenz, Daniel; Savinien, Jean

    2015-01-01

    What is order that is not based on simple repetition, that is, periodicity? How must atoms be arranged in a material so that it diffracts like a quasicrystal? How can we describe aperiodically ordered systems mathematically? Originally triggered by the – later Nobel prize-winning – discovery of quasicrystals, the investigation of aperiodic order has since become a well-established and rapidly evolving field of mathematical research with close ties to a surprising variety of branches of mathematics and physics. This book offers an overview of the state of the art in the field of aperiodic order, presented in carefully selected authoritative surveys. It is intended for non-experts with a general background in mathematics, theoretical physics or computer science, and offers a highly accessible source of first-hand information for all those interested in this rich and exciting field. Topics covered include the mathematical theory of diffraction, the dynamical systems of tilings or Delone sets, their cohomolog...

  14. Canadian Mathematical Congress

    CERN Document Server

    1977-01-01

    For two weeks in August, 1975 more than 140 mathematicians and other scientists gathered at the Universite de Sherbrooke. The occasion was the 15th Biennial Seminar of the Canadian Mathematical Congress, entitled Mathematics and the Life Sciences. Participants in this inter­ disciplinary gathering included researchers and graduate students in mathematics, seven different areas of biological science, physics, chemistry and medical science. Geographically, those present came from the United States and the United Kingdom as well as from academic departments and government agencies scattered across Canada. In choosing this particular interdisciplinary topic the programme committee had two chief objectives. These were to promote Canadian research in mathematical problems of the life sciences, and to encourage co-operation and exchanges between mathematical scientists" biologists and medical re­ searchers. To accomplish these objective the committee assembled a stim­ ulating programme of lectures and talks. Six ...

  15. Mathematics in everyday life

    CERN Document Server

    Haigh, John

    2016-01-01

    How does mathematics impact everyday events? The purpose of this book is to show a range of examples where mathematics can be seen at work in everyday life. From money (APR, mortgage repayments, personal finance), simple first and second order ODEs, sport and games (tennis, rugby, athletics, darts, tournament design, soccer, snooker), business (stock control, linear programming, check digits, promotion policies, investment), the social sciences (voting methods, Simpson’s Paradox, drug testing, measurements of inequality) to TV game shows and even gambling (lotteries, roulette, poker, horse racing), the mathematics behind commonplace events is explored. Fully worked examples illustrate the ideas discussed and each chapter ends with a collection of exercises. Everyday Mathematics supports other first year modules by giving students extra practice in working with calculus, linear algebra, geometry, trigonometry and probability. Secondary/high school level mathematics is all that is required for students to und...

  16. Advanced engineering mathematics

    CERN Document Server

    Jeffrey, Alan

    2001-01-01

    Advanced Engineering Mathematics provides comprehensive and contemporary coverage of key mathematical ideas, techniques, and their widespread applications, for students majoring in engineering, computer science, mathematics and physics. Using a wide range of examples throughout the book, Jeffrey illustrates how to construct simple mathematical models, how to apply mathematical reasoning to select a particular solution from a range of possible alternatives, and how to determine which solution has physical significance. Jeffrey includes material that is not found in works of a similar nature, such as the use of the matrix exponential when solving systems of ordinary differential equations. The text provides many detailed, worked examples following the introduction of each new idea, and large problem sets provide both routine practice, and, in many cases, greater challenge and insight for students. Most chapters end with a set of computer projects that require the use of any CAS (such as Maple or Mathematica) th...

  17. Examining Fourth-Grade Mathematics Writing: Features of Organization, Mathematics Vocabulary, and Mathematical Representations

    Science.gov (United States)

    Hebert, Michael A.; Powell, Sarah R.

    2016-01-01

    Increasingly, students are expected to write about mathematics. Mathematics writing may be informal (e.g., journals, exit slips) or formal (e.g., writing prompts on high-stakes mathematics assessments). In order to develop an effective mathematics-writing intervention, research needs to be conducted on how students organize mathematics writing and…

  18. Neurodevelopmental pathways to preterm children's specific and general mathematic abilities.

    Science.gov (United States)

    Jaekel, Julia; Bartmann, Peter; Schneider, Wolfgang; Wolke, Dieter

    2014-10-01

    Preterm children have problems with mathematics but knowledge about the predictors of specific mathematic abilities in preterm populations is scarce. This study investigated neurodevelopmental pathways to children's general and specific mathematic abilities across the full gestational age range. Prospective geographically defined longitudinal investigation in Germany. 947 children across the full gestational age range (23-41 weeks). Outcome measures. At 8 years, children's cognitive and mathematic abilities were measured and residuals of a regression predicting mathematic scores by IQ were used to identify specific mathematic abilities. Neurodevelopmental cascade models revealed that adverse effects of preterm birth on mathematic abilities were mediated by neonatal risk. Specific mathematic abilities were uniquely predicted by the duration of hospitalization and ventilation. Prolonged neonatal medical treatment and, in particular, mechanical ventilation may lead to specific impairments in mathematic tasks. These findings have implications for the mode of respiratory support in neonates, routine follow-up and intervention planning as well as research about brain reorganization after preterm birth. Copyright © 2014. Published by Elsevier Ireland Ltd.

  19. Mathematical literacy skills of students' in term of gender differences

    Science.gov (United States)

    Lailiyah, Siti

    2017-08-01

    Good mathematical literacy skills will hopefully help maximize the tasks and role of the prospective teacher in activities. Mathematical literacy focus on students' ability to analyze, justify, and communicate ideas effectively, formulate, solve and interpret mathematical problems in a variety of forms and situations. The purpose of this study is to describe the mathematical literacy skills of the prospective teacher in term of gender differences. This research used a qualitative approach with a case study. Subjects of this study were taken from two male students and two female students of the mathematics education prospective teacher who have followed Community Service Program (CSP) in literacy. Data were collected through methods think a loud and interviews. Four prospective teachers were asked to fill mathematical literacy test and video taken during solving this test. Students are required to convey loud what he was thinking when solving problems. After students get the solution, researchers grouped the students' answers and results think aloud. Furthermore, the data are grouped and analyzed according to indicators of mathematical literacy skills. Male students have good of each indicator in mathematical literacy skills (the first indicator to the sixth indicator). Female students have good of mathematical literacy skills (the first indicator, the second indicator, the third indicator, the fourth indicator and the sixth indicator), except for the fifth indicators that are enough.

  20. Evaluation of the Effect of Mathematical Routines on the Development of Skills in Mathematical Problem Solving and School Motivation of Primary School Students in Abitibi-Témiscamingue

    Science.gov (United States)

    Rajotte, Thomas; Marcotte, Christine; Bureau-Levasseur, Lisa

    2016-01-01

    In recent decades, the dropout rate in Abitibi-Témiscamingue is a worrying phenomenon. An analysis of ministerial examination results identifies that students in Abitibi-Témiscamingue have specific difficulties with mathematical problem solving tasks. Among the activities that develop those skills, the daily routines in mathematics seem to be a…

  1. Limited near and far transfer effects of jungle memory working memory training on learning mathematics in children with attentional and mathematical difficulties

    NARCIS (Netherlands)

    Nelwan, Michel; Kroesbergen, Evelyn H.

    2016-01-01

    The goal of this randomized controlled trial was to investigate whether Jungle Memory working memory training (JM) affects performance on working memory tasks, performance in mathematics and gains made on a mathematics training (MT) in school aged children between 9-12 years old (N = 64) with both

  2. 2nd International Conference on Mathematics and Computing

    CERN Document Server

    Chowdhury, Dipanwita; Giri, Debasis

    2015-01-01

    This book discusses recent developments and contemporary research in mathematics, statistics and their applications in computing. All contributing authors are eminent academicians, scientists, researchers and scholars in their respective fields, hailing from around the world. This is the second conference on mathematics and computing organized at Haldia Institute of Technology, India. The conference has emerged as a powerful forum, offering researchers a venue to discuss, interact and collaborate, and stimulating the advancement of mathematics and its applications in computer science. The book will allow aspiring researchers to update their knowledge of cryptography, algebra, frame theory, optimizations, stochastic processes, compressive sensing, functional analysis, complex variables, etc. Educating future consumers, users, producers, developers and researchers in mathematics and computing is a challenging task and essential to the development of modern society. Hence, mathematics and its applications in com...

  3. DEVELOPMENT OF THE MATHEMATICAL INTUITION OF STUDENTS IN TRAINING THE INVERSE PROBLEMS FOR DIFFERENTIAL EQUATIONS

    Directory of Open Access Journals (Sweden)

    Виктор Семенович Корнилов

    2017-12-01

    Full Text Available In article attention to that fact that at students of higher educational institutions of the physical and mathematical and natural-science directions of preparation when training in the reverse tasks for differential equations the mathematical intuition which is an important component of their creative potential develops is paid. The mathematical intuition helps students to comprehend a physical sense of the researched application-oriented task, to select effective methods of mathematical physics for the decision of the reverse task for differential equations.The mathematical intuition of students develops in many respects in case of the decision of different educational jobs. Among such educational jobs: creation of system of integrable equations of the reverse task for differential equations, the proof of the conditional correctness of the decision of the reverse task for differential equations, creation of the difference analog of the reverse task for a differential equation; finding of the numerical decision of the reverse task, the proof of convergence of approximate solution of the reverse task to the exact decision, reasons for the idea of the proof of a correctness (the conditional correctness of the decision of the reverse task for differential equations, a statement of logical outputs of application-oriented or humanitarian character on the basis of the conducted research of the reverse task and other educational jobs.In the course of such training students create system of fundamental knowledge in the field of the reverse and incorrect tasks, acquire new scientific knowledge in the field of applied and calculus mathematics, but, obviously, and develop a mathematical intuition.

  4. Dialogue in mathematics classrooms: Beyond question-and- answer methods

    Directory of Open Access Journals (Sweden)

    Karin Brodie

    2007-10-01

    Full Text Available This paper explores different kinds of interaction observed in South African mathematics classrooms in order to unpack the notion of participation in mathematics learning. It argues that conventional question-and-answer methods do not promote the kind of interaction that the new South African curriculum calls for. It presents more appropriate kinds of interactions, where teachers maintain high task demands, respond to genuine learner questions and support conversations among learners. The paper argues that combinations of different kinds of interaction are  most likely to support learner participation and mathematical thinking in classrooms.

  5. Affordances of Spreadsheets In Mathematical Investigation: Potentialities For Learning

    Directory of Open Access Journals (Sweden)

    Nigel Calder

    2009-10-01

    Full Text Available This article, is concerned with the ways learning is shaped when mathematics problems are investigated in spreadsheet environments. It considers how the opportunities and constraints the digital media affords influenced the decisions the students made, and the direction of their enquiry pathway. How might the learning trajectory unfold, and the learning process and mathematical understanding emerge? Will the spreadsheet, as the pedagogical medium, evoke learning in a distinctive manner? The article reports on an aspect of an ongoing study involving students as they engage mathematical investigative tasks through digital media, the spreadsheet in particular. It considers the affordances of this learning environment for primary-aged students.

  6. Knots and surfaces a guide to discovering mathematics

    CERN Document Server

    Farmer, David W

    1995-01-01

    In most mathematics textbooks, the most exciting part of mathematics-the process of invention and discovery-is completely hidden from the reader. The aim of Knots and Surfaces is to change all that. By means of a series of carefully selected tasks, this book leads readers to discover some real mathematics. There are no formulas to memorize; no procedures to follow. The book is a guide: its job is to start you in the right direction and to bring you back if you stray too far. Discovery is left to you. Suitable for a one-semester course at the beginning undergraduate level, there are no prerequi

  7. The written mathematical communication profile of prospective math teacher in mathematical proving

    Science.gov (United States)

    Pantaleon, K. V.; Juniati, D.; Lukito, A.; Mandur, K.

    2018-01-01

    Written mathematical communication is the process of expressing mathematical ideas and understanding in writing. It is one of the important aspects that must be mastered by the prospective math teacher as tool of knowledge transfer. This research was a qualitative research that aimed to describe the mathematical communication profile of the prospective mathematics teacher in mathematical proving. This research involved 48 students of Mathematics Education Study Program; one of them with moderate math skills was chosen as the main subject. Data were collected through tests, assignments, and task-based interviews. The results of this study point out that in the proof of geometry, the subject explains what is understood, presents the idea in the form of drawing and symbols, and explains the content/meaning of a representation accurately and clearly, but the subject can not convey the argument systematically and logically. Whereas in the proof of algebra, the subject describes what is understood, explains the method used, and describes the content/meaning of a symbolic representation accurately, systematically, logically, but the argument presented is not clear because it is insufficient detailed and complete.

  8. Philosophical dimensions in mathematics education

    CERN Document Server

    Francois, Karen

    2007-01-01

    This book brings together diverse recent developments exploring the philosophy of mathematics in education. The unique combination of ethnomathematics, philosophy, history, education, statistics and mathematics offers a variety of different perspectives from which existing boundaries in mathematics education can be extended. The ten chapters in this book offer a balance between philosophy of and philosophy in mathematics education. Attention is paid to the implementation of a philosophy of mathematics within the mathematics curriculum.

  9. Mathematics as verbal behavior.

    Science.gov (United States)

    Marr, M Jackson

    2015-04-01

    "Behavior which is effective only through the mediation of other persons has so many distinguishing dynamic and topographical properties that a special treatment is justified and indeed demanded" (Skinner, 1957, p. 2). Skinner's demand for a special treatment of verbal behavior can be extended within that field to domains such as music, poetry, drama, and the topic of this paper: mathematics. For centuries, mathematics has been of special concern to philosophers who have continually argued to the present day about what some deem its "special nature." Two interrelated principal questions have been: (1) Are the subjects of mathematical interest pre-existing in some transcendental realm and thus are "discovered" as one might discover a new planet; and (2) Why is mathematics so effective in the practices of science and engineering even though originally such mathematics was "pure" with applications neither contemplated or even desired? I argue that considering the actual practice of mathematics in its history and in the context of acquired verbal behavior one can address at least some of its apparent mysteries. To this end, I discuss some of the structural and functional features of mathematics including verbal operants, rule-and contingency-modulated behavior, relational frames, the shaping of abstraction, and the development of intuition. How is it possible to understand Nature by properly talking about it? Essentially, it is because nature taught us how to talk. Copyright © 2015 Elsevier B.V. All rights reserved.

  10. Should mathematics be a creative subject? How is this realized in practice in Denmark?

    DEFF Research Database (Denmark)

    Ejersbo, Lisser Rye

    as a creative subject. How do they understand creativity and how do they realize it in practice? And what makes mathematics a creative subject? Is it the task, the way it is performed or the relationship between teacher and students? The crucial difference between different classrooms seems to be the ways......The ministerial objectives for mathematics education in the Danish Folkeskole (grades K-ten) state that students will learn that mathematics is both a tool for problem-solving and a creative subject. In this article, I explore how teachers in Denmark meet the challenge of teaching mathematics....... The discussion will focus on how to make mathematics a creative subject....

  11. Transport Task Force Leadership, Task 4

    International Nuclear Information System (INIS)

    Callen, J.D.

    1991-07-01

    The Transport Task Force (TTF) was initiated as a broad-based US magnetic fusion community activity during the fall of 1988 to focus attention on and encourage development of an increased understanding of anomalous transport in tokamaks. The overall TTF goal is to make progress on Characterizing, Understanding and Identifying how to Reduce plasma transport in tokamaks -- to CUIR transport

  12. Mathematical methods for physicists

    CERN Document Server

    Arfken, George B

    1985-01-01

    Mathematical Methods for Physicists, Third Edition provides an advanced undergraduate and beginning graduate study in physical science, focusing on the mathematics of theoretical physics. This edition includes sections on the non-Cartesian tensors, dispersion theory, first-order differential equations, numerical application of Chebyshev polynomials, the fast Fourier transform, and transfer functions. Many of the physical examples provided in this book, which are used to illustrate the applications of mathematics, are taken from the fields of electromagnetic theory and quantum mechanics. The He

  13. Equations of mathematical physics

    CERN Document Server

    Tikhonov, A N

    2011-01-01

    Mathematical physics plays an important role in the study of many physical processes - hydrodynamics, elasticity, and electrodynamics, to name just a few. Because of the enormous range and variety of problems dealt with by mathematical physics, this thorough advanced-undergraduate or graduate-level text considers only those problems leading to partial differential equations. The authors - two well-known Russian mathematicians - have focused on typical physical processes and the principal types of equations deailing with them. Special attention is paid throughout to mathematical formulation, ri

  14. Logic in elementary mathematics

    CERN Document Server

    Exner, Robert M

    2011-01-01

    This applications-related introductory treatment explores facets of modern symbolic logic useful in the exposition of elementary mathematics. The authors convey the material in a manner accessible to those trained in standard elementary mathematics but lacking any formal background in logic. Topics include the statement calculus, proof and demonstration, abstract mathematical systems, and the restricted predicate calculus. The final chapter draws upon the methods of logical reasoning covered in previous chapters to develop solutions of linear and quadratic equations, definitions of order and

  15. First aid in mathematics

    CERN Document Server

    Sulley, Robert

    2014-01-01

    Achieve the best possible standard with this bestselling book of traditional practice and guidance - now in colour!. First Aid in Mathematics provides all the help and support needed for learning and practising Mathematics. It offers comprehensive coverage of core mathematical topics in clear and accessible language. It is suitable for both native English speakers and students of English as a second language and can be used in class, or as a reference and revision book. - Develops a strong basis of understanding with core topics covered in clear and accessible language. - Improves student's ab

  16. Mathematical modelling techniques

    CERN Document Server

    Aris, Rutherford

    1995-01-01

    ""Engaging, elegantly written."" - Applied Mathematical ModellingMathematical modelling is a highly useful methodology designed to enable mathematicians, physicists and other scientists to formulate equations from a given nonmathematical situation. In this elegantly written volume, a distinguished theoretical chemist and engineer sets down helpful rules not only for setting up models but also for solving the mathematical problems they pose and for evaluating models.The author begins with a discussion of the term ""model,"" followed by clearly presented examples of the different types of mode

  17. Contemporary mathematical physics

    CERN Document Server

    Dobrushin, R L; Shubin, M A; Vershik, Anatoly M

    1996-01-01

    This first of a two-volume collection is a celebration of the scientific heritage of F. A. Berezin (1931-1980). Before his untimely death, Berezin had an important influence on physics and mathematics, discovering new ideas in mathematical physics, representation theory, analysis, geometry, and other areas of mathematics. His crowning achievements were the introduction of a new notion of deformation quantization, and Grassmannian analysis ("supermathematics"). Collected here are papers by his many of his colleagues and others who worked in related areas, representing a wide spectrum of topics

  18. Applied impulsive mathematical models

    CERN Document Server

    Stamova, Ivanka

    2016-01-01

    Using the theory of impulsive differential equations, this book focuses on mathematical models which reflect current research in biology, population dynamics, neural networks and economics. The authors provide the basic background from the fundamental theory and give a systematic exposition of recent results related to the qualitative analysis of impulsive mathematical models. Consisting of six chapters, the book presents many applicable techniques, making them available in a single source easily accessible to researchers interested in mathematical models and their applications. Serving as a valuable reference, this text is addressed to a wide audience of professionals, including mathematicians, applied researchers and practitioners.

  19. Mathematics year 5 answers

    CERN Document Server

    Alexander, Serena; Poggo, Tammy

    2014-01-01

    Features the complete set of answers to the exercises in Mathematics Year 5, to save you time marking work and enable you to identify areas requiring further attention. The book includes diagrams and workings where necessary, to ensure pupils understand how to present their answers. Also available from Galore Park www.galorepark.co.uk :. - Mathematics Year 5. - Mathematics Year 6. - 11+ Maths Practice Exercises. - 11+ Maths Revision Guide. - 10-Minute Maths Tests Workbook Age 8-10. - 10-Minute Maths Tests Workbook Age 9-11. - Mental Arithmetic Workbook Age 8-10. - Mental Arithmetic Workbook Ag

  20. The Mathematics of Knots

    CERN Document Server

    Banagl, Markus

    2011-01-01

    The present volume grew out of the Heidelberg Knot Theory Semester, organized by the editors in winter 2008/09 at Heidelberg University. The contributed papers bring the reader up to date on the currently most actively pursued areas of mathematical knot theory and its applications in mathematical physics and cell biology. Both original research and survey articles are presented; numerous illustrations support the text. The book will be of great interest to researchers in topology, geometry, and mathematical physics, graduate students specializing in knot theory, and cell biologists interested

  1. Constructivism in mathematics

    CERN Document Server

    Troelstra, AS

    1988-01-01

    Studies in Logic and the Foundations of Mathematics, Volume 123: Constructivism in Mathematics: An Introduction, Vol. II focuses on various studies in mathematics and logic, including metric spaces, polynomial rings, and Heyting algebras.The publication first takes a look at the topology of metric spaces, algebra, and finite-type arithmetic and theories of operators. Discussions focus on intuitionistic finite-type arithmetic, theories of operators and classes, rings and modules, linear algebra, polynomial rings, fields and local rings, complete separable metric spaces, and located sets. The te

  2. Mentoring in mathematics education

    CERN Document Server

    Hyde, Rosalyn

    2013-01-01

    Designed to support both teachers and university-based tutors in mentoring pre-service and newly qualified mathematics teachers at both primary and secondary levels, Mentoring Mathematics Teachers offers straightforward practical advice that is based on practice, underpinned by research, and geared specifically towards this challenging subject area.Developed by members of The Association of Mathematics Education Teachers, the authors draw upon the most up-to-date research and theory to provide evidence-based practical guidance. Themes covered include:

  3. The Greatest Mathematical Discovery?

    Energy Technology Data Exchange (ETDEWEB)

    Bailey, David H.; Borwein, Jonathan M.

    2010-05-12

    What mathematical discovery more than 1500 years ago: (1) Is one of the greatest, if not the greatest, single discovery in the field of mathematics? (2) Involved three subtle ideas that eluded the greatest minds of antiquity, even geniuses such as Archimedes? (3) Was fiercely resisted in Europe for hundreds of years after its discovery? (4) Even today, in historical treatments of mathematics, is often dismissed with scant mention, or else is ascribed to the wrong source? Answer: Our modern system of positional decimal notation with zero, together with the basic arithmetic computational schemes, which were discovered in India about 500 CE.

  4. Makers of mathematics

    CERN Document Server

    Hollingdale, S. H

    1989-01-01

    Fascinating and highly readable, this book recounts the history of mathematics as revealed in the lives and writings of the most distinguished practitioners of the art: Archimedes, Descartes, Fermat, Pascal, Newton, Leibniz, Euler, Gauss, Hamilton, Einstein, and many more. Author Stuart Hollingdale introduces and explains the roles of these gifted and often colorful figures in the development of mathematics as well as the ways in which their work relates to mathematics as a whole.Although the emphasis in this absorbing survey is primarily biographical, Hollingdale also discusses major historic

  5. Fundamentals of university mathematics

    CERN Document Server

    McGregor, C M; Stothers, W W

    2010-01-01

    The third edition of this popular and effective textbook provides in one volume a unified treatment of topics essential for first year university students studying for degrees in mathematics. Students of computer science, physics and statistics will also find this book a helpful guide to all the basic mathematics they require. It clearly and comprehensively covers much of the material that other textbooks tend to assume, assisting students in the transition to university-level mathematics.Expertly revised and updated, the chapters cover topics such as number systems, set and functions, differe

  6. Constructing mathematical knowledge

    CERN Document Server

    Ernest, Paul

    2012-01-01

    This book provides a panorama of complimentary and forward looking perspectives on the learning of mathematics and epistemology from some of the leading contributors to the field. It explores constructivist and social theories of learning, and discusses the role of the computer in the light of these theories. It brings analyses from psychoanalysis, Hermeneutics and other perspectives to bear on the issues of mathematics and learning. It enquires into the nature of enquiry itself, and an important emergent theme is the role of language. Finally it relates the history of mathematics to its te

  7. Mathematization in introductory physics

    Science.gov (United States)

    Brahmia, Suzanne M.

    Mathematization is central to STEM disciplines as a cornerstone of the quantitative reasoning that characterizes these fields. Introductory physics is required for most STEM majors in part so that students develop expert-like mathematization. This dissertation describes coordinated research and curriculum development for strengthening mathematization in introductory physics; it blends scholarship in physics and mathematics education in the form of three papers. The first paper explores mathematization in the context of physics, and makes an original contribution to the measurement of physics students' struggle to mathematize. Instructors naturally assume students have a conceptual mastery of algebra before embarking on a college physics course because these students are enrolled in math courses beyond algebra. This paper provides evidence that refutes the validity of this assumption and categorizes some of the barriers students commonly encounter with quantification and representing ideas symbolically. The second paper develops a model of instruction that can help students progress from their starting points to their instructor's desired endpoints. Instructors recognize that the introductory physics course introduces new ideas at an astonishing rate. More than most physicists realize, however, the way that mathematics is used in the course is foreign to a large portion of class. This paper puts forth an instructional model that can move all students toward better quantitative and physical reasoning, despite the substantial variability of those students' initial states. The third paper describes the design and testing of curricular materials that foster mathematical creativity to prepare students to better understand physics reasoning. Few students enter introductory physics with experience generating equations in response to specific challenges involving unfamiliar quantities and units, yet this generative use of mathematics is typical of the thinking involved in

  8. Mathematics of relativity

    CERN Document Server

    Rainich, George Yuri

    1950-01-01

    Based on the ideas of Einstein and Minkowski, this concise treatment is derived from the author's many years of teaching the mathematics of relativity at the University of Michigan. Geared toward advanced undergraduates and graduate students of physics, the text covers old physics, new geometry, special relativity, curved space, and general relativity. Beginning with a discussion of the inverse square law in terms of simple calculus, the treatment gradually introduces increasingly complicated situations and more sophisticated mathematical tools. Changes in fundamental concepts, which characterize relativity theory, and the refinements of mathematical technique are incorporated as necessary. The presentation thus offers an easier approach without sacrifice of rigor.

  9. Mathematics and biology

    International Nuclear Information System (INIS)

    Khan, I.A.

    1991-06-01

    In India and in so many other countries, the science students are generally separated into two main streams: one opting mathematical sciences, the other studying biological sciences. As a result, medicos and biologists have no adequate knowledge of mathematical sciences. It causes a great drawback to them in order to be perfect and updated in their profession, due to the tremendous application of mathematics in bio-sciences, now-a-days. The main aim of this article is to emphasize on the need of the time to produce the mathematico-biologists in abundance for the better service of mankind. (author)

  10. Higher engineering mathematics

    CERN Document Server

    John Bird

    2014-01-01

    A practical introduction to the core mathematics principles required at higher engineering levelJohn Bird's approach to mathematics, based on numerous worked examples and interactive problems, is ideal for vocational students that require an advanced textbook.Theory is kept to a minimum, with the emphasis firmly placed on problem-solving skills, making this a thoroughly practical introduction to the advanced mathematics engineering that students need to master. The extensive and thorough topic coverage makes this an ideal text for upper level vocational courses. Now in

  11. MATHEMATICAL PROBLEMS OF INTEGRATIVE CONTENTS

    Directory of Open Access Journals (Sweden)

    V. Kushnir

    2014-09-01

    Full Text Available The tasks of integrative content requires the use of knowledge and skills on various themes both one discipline and different disciplines. Mostly in the classroom (or in homework the tasks on the properties absorption of different concepts using different theories are considered. Thus knowledge within only one discipline is formed, knowledge of the narrow sense (one subject. Such knowledge is "prescriptional", we call it idealized. After all, it is far from models of the real professional problems and problems of life in general, in order to solve them it is necessary to apply knowledge and skills acquired in different themes of the same objects,life experience. Practical formation of integrative knowledge requires statement of the educational problems before the subjects of studying, the problems within the "narrow objectivity" can not be resolved at all, or such kind of solving is too difficult to solve, for example, the nature and the context of solving problems (scientific approaches to solving problems, creating mathematical models, methods for solving such models, means of solving, application of methods, analysis of the models solution and the right choice, the inspection of solutions, etc. will sink in the conglomeration of technical operations. The problems with integrative content are usually more complicated than the problems of "narrow objectivity." In our problems the index of such difficulty is the essence of educational content, which is disclosed in the previous paragraph. The problems solution proposed in this article requires knowledge of the structural geometry (circle construction, touching two or three laps: with analytic geometry (method of coordinates on the plane; the distance between two points on the coordinate plane; algebra (system drawing irrational equations, method for solving such system, the solution of the system, analysis of the results and the right choose of the desired solution for found criterion, testing

  12. Individual differences in inhibitory control, not non-verbal number acuity, correlate with mathematics achievement.

    Directory of Open Access Journals (Sweden)

    Camilla Gilmore

    Full Text Available Given the well-documented failings in mathematics education in many Western societies, there has been an increased interest in understanding the cognitive underpinnings of mathematical achievement. Recent research has proposed the existence of an Approximate Number System (ANS which allows individuals to represent and manipulate non-verbal numerical information. Evidence has shown that performance on a measure of the ANS (a dot comparison task is related to mathematics achievement, which has led researchers to suggest that the ANS plays a critical role in mathematics learning. Here we show that, rather than being driven by the nature of underlying numerical representations, this relationship may in fact be an artefact of the inhibitory control demands of some trials of the dot comparison task. This suggests that recent work basing mathematics assessments and interventions around dot comparison tasks may be inappropriate.

  13. Individual Differences in Inhibitory Control, Not Non-Verbal Number Acuity, Correlate with Mathematics Achievement

    Science.gov (United States)

    Gilmore, Camilla; Attridge, Nina; Clayton, Sarah; Cragg, Lucy; Johnson, Samantha; Marlow, Neil; Simms, Victoria; Inglis, Matthew

    2013-01-01

    Given the well-documented failings in mathematics education in many Western societies, there has been an increased interest in understanding the cognitive underpinnings of mathematical achievement. Recent research has proposed the existence of an Approximate Number System (ANS) which allows individuals to represent and manipulate non-verbal numerical information. Evidence has shown that performance on a measure of the ANS (a dot comparison task) is related to mathematics achievement, which has led researchers to suggest that the ANS plays a critical role in mathematics learning. Here we show that, rather than being driven by the nature of underlying numerical representations, this relationship may in fact be an artefact of the inhibitory control demands of some trials of the dot comparison task. This suggests that recent work basing mathematics assessments and interventions around dot comparison tasks may be inappropriate. PMID:23785521

  14. Mathematics, anxiety, and the brain.

    Science.gov (United States)

    Moustafa, Ahmed A; Tindle, Richard; Ansari, Zaheda; Doyle, Margery J; Hewedi, Doaa H; Eissa, Abeer

    2017-05-24

    Given that achievement in learning mathematics at school correlates with work and social achievements, it is important to understand the cognitive processes underlying abilities to learn mathematics efficiently as well as reasons underlying the occurrence of mathematics anxiety (i.e. feelings of tension and fear upon facing mathematical problems or numbers) among certain individuals. Over the last two decades, many studies have shown that learning mathematical and numerical concepts relies on many cognitive processes, including working memory, spatial skills, and linguistic abilities. In this review, we discuss the relationship between mathematical learning and cognitive processes as well as the neural substrates underlying successful mathematical learning and problem solving. More importantly, we also discuss the relationship between these cognitive processes, mathematics anxiety, and mathematics learning disabilities (dyscalculia). Our review shows that mathematical cognition relies on a complex brain network, and dysfunction to different segments of this network leads to varying manifestations of mathematical learning disabilities.

  15. Mathematics for the liberal arts

    CERN Document Server

    Bindner, Donald; Hemmeter, Joe

    2014-01-01

    Presents a clear bridge between mathematics and the liberal arts Mathematics for the Liberal Arts provides a comprehensible and precise introduction to modern mathematics intertwined with the history of mathematical discoveries. The book discusses mathematical ideas in the context of the unfolding story of human thought and highlights the application of mathematics in everyday life. Divided into two parts, Mathematics for the Liberal Arts first traces the history of mathematics from the ancient world to the Middle Ages, then moves on to the Renaissance and finishes with the development of modern mathematics. In the second part, the book explores major topics of calculus and number theory, including problem-solving techniques and real-world applications. This book emphasizes learning through doing, presents a practical approach, and features: A detailed explanation of why mathematical principles are true and how the mathematical processes workNumerous figures and diagrams as well as hundreds of worked example...

  16. Mathematical omnibus thirty lectures on classic mathematics

    CERN Document Server

    Fuchs, Dmitry; Fuchs, Dmitry

    2007-01-01

    The book consists of thirty lectures on diverse topics, covering much of the mathematical landscape rather than focusing on one area. The reader will learn numerous results that often belong to neither the standard undergraduate nor graduate curriculum and will discover connections between classical and contemporary ideas in algebra, combinatorics, geometry, and topology. The reader's effort will be rewarded in seeing the harmony of each subject. The common thread in the selected subjects is their illustration of the unity and beauty of mathematics. Most lectures contain exercises, and solutions or answers are given to selected exercises. A special feature of the book is an abundance of drawings (more than four hundred), artwork by an accomplished artist, and about a hundred portraits of mathematicians. Almost every lecture contains surprises for even the seasoned researcher.

  17. Elementary Mathematics Teachers' Perceptions and Lived Experiences on Mathematical Communication

    Science.gov (United States)

    Kaya, Defne; Aydin, Hasan

    2016-01-01

    Mathematical thinking skills and meaningful mathematical understanding are among the goals of current mathematics education. There is a wide consensus among scholars about the purpose of developing mathematical understanding and higher order thinking skills in students. However, how to develop those skills in classroom settings is an area that…

  18. Using Mathematics in Science: Working with Your Mathematics Department

    Science.gov (United States)

    Lyon, Steve

    2014-01-01

    Changes to the mathematics and science curriculums are designed to increase rigour in mathematics, and place greater emphasis on mathematical content in science subjects at key stages 3, 4 and 5 (ages 11-18). One way to meet the growing challenge of providing increased emphasis on mathematics in the science curriculum is greater collaboration…

  19. Mathematical Intelligence and Mathematical Creativity: A Causal Relationship

    Science.gov (United States)

    Tyagi, Tarun Kumar

    2017-01-01

    This study investigated the causal relationship between mathematical creativity and mathematical intelligence. Four hundred thirty-nine 8th-grade students, age ranged from 11 to 14 years, were included in the sample of this study by random cluster technique on which mathematical creativity and Hindi adaptation of mathematical intelligence test…

  20. Mathematical Modeling in Mathematics Education: Basic Concepts and Approaches

    Science.gov (United States)

    Erbas, Ayhan Kürsat; Kertil, Mahmut; Çetinkaya, Bülent; Çakiroglu, Erdinç; Alacaci, Cengiz; Bas, Sinem

    2014-01-01

    Mathematical modeling and its role in mathematics education have been receiving increasing attention in Turkey, as in many other countries. The growing body of literature on this topic reveals a variety of approaches to mathematical modeling and related concepts, along with differing perspectives on the use of mathematical modeling in teaching and…

  1. Mathematics Curriculum, the Philosophy of Mathematics and its ...

    African Journals Online (AJOL)

    It is my observation that the current school mathematics curriculum in Ethiopia is not producing competent mathematics students. Many mathematicians in Ethiopia and other part of the world have often expressed grief that the majority of students do not understand mathematical concepts, or do not see why mathematical ...

  2. The Impact of Mathematics Anxiety on Primary School Children’s Working Memory

    Directory of Open Access Journals (Sweden)

    Marcus Witt

    2012-05-01

    Full Text Available While there is little doubt that there is a connection between mathematics anxiety and poor mathematical performance, the direction and nature of this connection is less clear. Some researchers (e.g., Ma & Xu, 2004 have contended that poor mathematical performance directly causes mathematics anxiety. Others see a more complex relationship in which mathematics anxiety may, in part at least, cause poor mathematical performance. One possible explanation for the latter view is that mathematics anxiety leads directly to a disruption of cognitive processes such as working memory, which leads directly to poorer mathematical performance (Hopko, Ashcraft, Gute, Ruggiero, & Lewis, 1998. The working memory component most consistently associated with mathematics anxiety is the central executive (Ashcraft & Krause, 2007, although there is evidence (Miller & Bichsel, 2004 that visual-spatial working memory is impaired by mathematics anxiety. This study sought to explore the suggestion (Ashcraft & Kirk, 2001 that the mere presence of digits might trigger an anxious reaction among children reporting high levels of mathematics anxiety, leading to a decrement in working memory performance. Children of 9 and 10 years of age reported levels of mathematics anxiety and undertook two working memory tasks, one measuring central executive functioning and the other measuring visual-spatial working memory. Each working memory task was completed twice, once using letters as the to-be-remembered stimuli and again using digits. The differences in performance between the two versions of the tasks were compared with the reported levels of mathematics anxiety. The findings suggest that the presence of digits as the stimuli caused a decrement in working memory performance commensurate with the reported levels of mathematical anxiety.

  3. Paradoxes in mathematics

    CERN Document Server

    Farlow, Stanley J

    2014-01-01

    Students and puzzle enthusiasts will get plenty of enjoyment plus some painless mathematical instruction from 28 conundrums, including The Curve That Shook the World, Space Travel in a Wineglass, and Through Cantor's Looking Glass.

  4. Mathematics and physics

    CERN Document Server

    Manin, Yu I

    1981-01-01

    A bird's eye view of mathematics ; physical quantities, dimensions and constants : the source of numbers in physics ; a drop of milk : observer, observation, observable and unobservable ; space-time as a physical system ; action and symmetry.

  5. Mathematical analysis II

    CERN Document Server

    Canuto, Claudio

    2015-01-01

    The purpose of the volume is to provide a support textbook for a second lecture course on Mathematical Analysis. The contents are organised to suit, in particular, students of Engineering, Computer Science and Physics, all areas in which mathematical tools play a crucial role. The basic notions and methods concerning integral and differential calculus for multivariable functions, series of functions and ordinary differential equations are presented in a manner that elicits critical reading and prompts a hands-on approach to concrete applications. The pedagogical layout echoes the one used in the companion text Mathematical Analysis I. The book’s structure has a specifically-designed modular nature, which allows for great flexibility in the preparation of a lecture course on Mathematical Analysis. The style privileges clarity in the exposition and a linear progression through the theory. The material is organised on two levels. The first, reflected in this book, allows students to grasp the essential ideas, ...

  6. Applied Mathematics Seminar 1982

    International Nuclear Information System (INIS)

    1983-01-01

    This report contains the abstracts of the lectures delivered at 1982 Applied Mathematics Seminar of the DPD/LCC/CNPq and Colloquy on Applied Mathematics of LCC/CNPq. The Seminar comprised 36 conferences. Among these, 30 were presented by researchers associated to brazilian institutions, 9 of them to the LCC/CNPq, and the other 6 were given by visiting lecturers according to the following distribution: 4 from the USA, 1 from England and 1 from Venezuela. The 1981 Applied Mathematics Seminar was organized by Leon R. Sinay and Nelson do Valle Silva. The Colloquy on Applied Mathematics was held from october 1982 on, being organized by Ricardo S. Kubrusly and Leon R. Sinay. (Author) [pt

  7. Fostering Mathematical Curiosity.

    Science.gov (United States)

    Knuth, Eric J.

    2002-01-01

    Demonstrates what it might mean to engage students in problem posing and how teachers might begin to create classroom environments that encourage, develop, and foster mathematical curiosity. (Author/NB)

  8. Fundamentals of scientific mathematics

    CERN Document Server

    Owen, George E

    2003-01-01

    Offering undergraduates a solid mathematical background (and functioning equally well for independent study), this rewarding, beautifully illustrated text covers geometry and matrices, vector algebra, analytic geometry, functions, and differential and integral calculus. 1961 edition.

  9. Handbook of mathematics

    CERN Document Server

    Bronshtein, I N; Musiol, Gerhard; Mühlig, Heiner

    2015-01-01

    This guide book to mathematics contains in handbook form the fundamental working knowledge of mathematics which is needed as an everyday guide for working scientists and engineers, as well as for students. Easy to understand, and convenient to use, this guide book gives concisely the information necessary to evaluate most problems which occur in concrete applications. In the newer editions emphasis was laid on those fields of mathematics that became more important for the formulation and modeling of technical and natural processes, namely Numerical Mathematics, Probability Theory and Statistics, as well as Information Processing. Besides many enhancements and  new paragraphs,  new sections on Geometric and Coordinate Transformations, Quaternions and Applications, and Lie Groups and Lie Algebras were added for the sixth edition.

  10. Mathematical games, abstract games

    CERN Document Server

    Neto, Joao Pedro

    2013-01-01

    User-friendly, visually appealing collection offers both new and classic strategic board games. Includes abstract games for two and three players and mathematical games such as Nim and games on graphs.

  11. Visualization and mathematics III

    CERN Document Server

    Polthier, Konrad

    2003-01-01

    This research book on Mathematical Visualization contains state of the art presentations on visualization problems in mathematics, on fundamental mathematical research in computer graphics, and on software frameworks for the application of visualization to real-world problems. All contributions were written by leading experts in the field and peer-refereed by an international editorial team. The book grew out of the third international workshop "Visualization and Mathematics", which was held from May 22-25, 2002 in Berlin. The themes of the book cover important recent developments on - Geometry and Combinatorics of Meshes - Discrete Vector Fields and Topology - Geometric Modelling - Image Based Visualization - Software Environments and Applications - Education and Communication The variety of topics makes the book a suitable resource for researchers, lecturers, and practitioners; http://www-sfb288.math.tu-berlin.de/vismath/

  12. Mathematics for physical chemistry

    CERN Document Server

    Mortimer, Robert G

    2005-01-01

    Mathematics for Physical Chemistry, Third Edition, is the ideal text for students and physical chemists who want to sharpen their mathematics skills. It can help prepare the reader for an undergraduate course, serve as a supplementary text for use during a course, or serve as a reference for graduate students and practicing chemists. The text concentrates on applications instead of theory, and, although the emphasis is on physical chemistry, it can also be useful in general chemistry courses. The Third Edition includes new exercises in each chapter that provide practice in a technique immediately after discussion or example and encourage self-study. The first ten chapters are constructed around a sequence of mathematical topics, with a gradual progression into more advanced material. The final chapter discusses mathematical topics needed in the analysis of experimental data.* Numerous examples and problems interspersed throughout the presentations * Each extensive chapter contains a preview, objectives, and ...

  13. Mathematical methods for physicists

    CERN Document Server

    Arfken, George B

    2005-01-01

    This best-selling title provides in one handy volume the essential mathematical tools and techniques used to solve problems in physics. It is a vital addition to the bookshelf of any serious student of physics or research professional in the field. The authors have put considerable effort into revamping this new edition.* Updates the leading graduate-level text in mathematical physics* Provides comprehensive coverage of the mathematics necessary for advanced study in physics and engineering* Focuses on problem-solving skills and offers a vast array of exercises * Clearly illustrates and proves mathematical relationsNew in the Sixth Edition:* Updated content throughout, based on users'' feedback * More advanced sections, including differential forms and the elegant forms of Maxwell''s equations* A new chapter on probability and statistics* More elementary sections have been deleted

  14. Positioning during Group Work on a Novel Task in Algebra II

    Science.gov (United States)

    DeJarnette, Anna F.; González, Gloriana

    2015-01-01

    Given the prominence of group work in mathematics education policy and curricular materials, it is important to understand how students make sense of mathematics during group work. We applied techniques from Systemic Functional Linguistics to examine how students positioned themselves during group work on a novel task in Algebra II classes. We…

  15. Financial Mathematics Learning

    OpenAIRE

    Pérez Briceño , Juan Carlos; Iñiguez Ortega , Andrea; León Pineda , Sergio Mauricio

    2017-01-01

    International audience; This article is part of learning in financial mathematics students who are studying at the National University of Loja. He made a slight historical review, indicating the necessary application of mathematics in the field of finance and training in this area, carried out an analysis of the current situation, conceptualizes and analyzes the importance to other subjects, a review of the most important contents and formulas it is done, so we can get to conclude why studyin...

  16. Mathematical Optimiation in Economics

    CERN Document Server

    De Finetti, Bruno

    2011-01-01

    Preface by B. de Finetti.- G.Th. Guilbaud: Les equilibres dans les modeles economiques.-H.W. Kuhn: Locational problems and mathematical programming.- M. Morishima: The multi-sectoral theory of economic growth.- B. Martos, J. Kornai: Experiments in Hungary with industry-wide and economy wide programming.- A. Prekopa: Probability distribution problems concerning stochastic programming problems.- R. Frisch: General principles and mathematical techniques of macroeconomic programming.

  17. The reality of Mathematics

    Science.gov (United States)

    Ligomenides, Panos A.

    2009-05-01

    The power of mathematics is discussed as a way of expressing reasoning, aesthetics and insight in symbolic non-verbal communication. The human culture of discovering mathematical ways of thinking in the enterprise of exploring the understanding of the nature and the evolution of our world through hypotheses, theories and experimental affirmation of the scientific notion of algorithmic and non-algorithmic [`]computation', is examined and commended upon.

  18. Mathematics and linguistics

    Energy Technology Data Exchange (ETDEWEB)

    Landauer, C.; Bellman, K.L.

    1996-12-31

    In this paper, we study foundational issues that we believe will help us develop a theoretically sound approach to constructing complex systems. The two theoretical approaches that have helped us understand and develop computational systems in the past are mathematics and linguistics. We describe some differences and strengths of the approaches, and propose a research program to combine the richness of linguistic reasoning with the precision of mathematics.

  19. Mathematics for electronic technology

    CERN Document Server

    Howson, D P

    1975-01-01

    Mathematics for Electronic Technology is a nine-chapter book that begins with the elucidation of the introductory concepts related to use of mathematics in electronic engineering, including differentiation, integration, partial differentiation, infinite series, vectors, vector algebra, and surface, volume and line integrals. Subsequent chapters explore the determinants, differential equations, matrix analysis, complex variable, topography, graph theory, and numerical analysis used in this field. The use of Fourier method for harmonic analysis and the Laplace transform is also described. The ma

  20. Mathematical foundations of thermodynamics

    CERN Document Server

    Giles, R; Stark, M; Ulam, S

    2013-01-01

    Mathematical Foundations of Thermodynamics details the core concepts of the mathematical principles employed in thermodynamics. The book discusses the topics in a way that physical meanings are assigned to the theoretical terms. The coverage of the text includes the mechanical systems and adiabatic processes; topological considerations; and equilibrium states and potentials. The book also covers Galilean thermodynamics; symmetry in thermodynamics; and special relativistic thermodynamics. The book will be of great interest to practitioners and researchers of disciplines that deal with thermodyn

  1. Mathematics of Deep Learning

    OpenAIRE

    Vidal, Rene; Bruna, Joan; Giryes, Raja; Soatto, Stefano

    2017-01-01

    Recently there has been a dramatic increase in the performance of recognition systems due to the introduction of deep architectures for representation learning and classification. However, the mathematical reasons for this success remain elusive. This tutorial will review recent work that aims to provide a mathematical justification for several properties of deep networks, such as global optimality, geometric stability, and invariance of the learned representations.

  2. Task leaders reports

    International Nuclear Information System (INIS)

    Loriaux, E.F.; Jehee, J.N.T.

    1995-01-01

    Report on CRP-OSS Task 4.1.1. ''Survey of existing documentation relevant to this programme's goals'' and report on CRP-OSS Task 4.1.2. ''Survey of existing Operator Support Systems and the experience with them'' are presented. 2 tabs

  3. India's Unfinished Telecom Tasks

    Indian Academy of Sciences (India)

    India's Unfinished Telecom Tasks · India's Telecom Story is now well known · Indian Operators become an enviable force · At the same time · India Amongst the Leaders · Unfinished Tasks as Operators · LightGSM ON: Innovation for Rural Area from Midas · Broadband Access Options for India · Broadband driven by DSL: ...

  4. New mathematical cuneiform texts

    CERN Document Server

    Friberg, Jöran

    2016-01-01

    This monograph presents in great detail a large number of both unpublished and previously published Babylonian mathematical texts in the cuneiform script. It is a continuation of the work A Remarkable Collection of Babylonian Mathematical Texts (Springer 2007) written by Jöran Friberg, the leading expert on Babylonian mathematics. Focussing on the big picture, Friberg explores in this book several Late Babylonian arithmetical and metro-mathematical table texts from the sites of Babylon, Uruk and Sippar, collections of mathematical exercises from four Old Babylonian sites, as well as a new text from Early Dynastic/Early Sargonic Umma, which is the oldest known collection of mathematical exercises. A table of reciprocals from the end of the third millennium BC, differing radically from well-documented but younger tables of reciprocals from the Neo-Sumerian and Old-Babylonian periods, as well as a fragment of a Neo-Sumerian clay tablet showing a new type of a labyrinth are also discussed. The material is presen...

  5. A history of mathematics

    CERN Document Server

    Boyer, Carl B

    1989-01-01

    "Boyer and Merzbach distill thousands of years of mathematics into this fascinating chronicle. From the Greeks to Godel, the mathematics is brilliant; the cast of characters is distinguished; the ebb and flow of ideas is everywhere evident. And, while tracing the development of European mathematics, the authors do not overlook the contributions of Chinese, Indian, and Arabic civilizations. Without doubt, this is--and will long remain--a classic one-volume history of mathematics and mathematicians who create it." --William Dunham Author, Journey Through Genius, The Great Theorems of Mathematics "When we read a book like A History of Mathematics, we get the picture of a mounting structure, ever taller and broader and more beautiful and magnificent--and with a foundation, moreover, that is as untainted and as functional now as it was when Thales worked out the first geometrical theorems nearly 26 centuries ago." --From the Foreword by Isaac Asimov "One of the most useful and comprehensive general introductions t...

  6. Nuclear medicine and mathematics

    International Nuclear Information System (INIS)

    Pedroso de Lima, J.J.

    1996-01-01

    The purpose of this review is not to present a comprehensive description of all the mathematical tools used in nuclear medicine, but to emphasize the importance of the mathematical method in nuclear medicine and to elucidate some of the mathematical concepts currently used. We can distinguish three different areas in which mathematical support has been offered to nuclear medicine: Physiology, methodology and data processing. Nevertheless, the boundaries between these areas can be indistinct. It is impossible in a single article to give even an idea of the extent and complexity of the procedures currently usede in nuclear medicine, such as image processing, reconstruction from projections and artificial intelligence. These disciplines do not belong to nuclear medicine: They are already branches of engineering, and my interest will reside simply in revealing a little of the elegance and the fantastic potential of these new 'allies' of nuclear medicine. In this review the mathematics of physiological interpretation and methodology are considered together in the same section. General aspects of data-processing methods, including image processing and artificial intelligence, are briefly analysed. The mathematical tools that are most often used to assist the interpretation of biological phenomena in nuclear medicine are considered; these include convolution and deconvolution methods, Fourier analysis, factorial analysis and neural networking. (orig.)

  7. System analysis task group

    International Nuclear Information System (INIS)

    Anon.

    1981-01-01

    At this meeting, the main tasks of the study group were to discuss their task report with other task groups and to formulate the five-year research program, including next year's plans. A summary of the discussion with other task groups is presented. The general objective of the five-year program is to gather all elements necessary for a decision on the technical feasibility of the subseabed option. In addition, site selection criteria consistent with both radiological assessment and engineering capability will be produced. The task group report discussed radiological assessments, normal or base-case assessments, operational failures, low-probability postdisposal events, engineering studies, radiological criteria, legal aspects, social aspects, institutional aspects, generic comparison with other disposal options, and research priorities. The text of the report is presented along with supporting documents

  8. Task Description Language

    Science.gov (United States)

    Simmons, Reid; Apfelbaum, David

    2005-01-01

    Task Description Language (TDL) is an extension of the C++ programming language that enables programmers to quickly and easily write complex, concurrent computer programs for controlling real-time autonomous systems, including robots and spacecraft. TDL is based on earlier work (circa 1984 through 1989) on the Task Control Architecture (TCA). TDL provides syntactic support for hierarchical task-level control functions, including task decomposition, synchronization, execution monitoring, and exception handling. A Java-language-based compiler transforms TDL programs into pure C++ code that includes calls to a platform-independent task-control-management (TCM) library. TDL has been used to control and coordinate multiple heterogeneous robots in projects sponsored by NASA and the Defense Advanced Research Projects Agency (DARPA). It has also been used in Brazil to control an autonomous airship and in Canada to control a robotic manipulator.

  9. Energy Efficient Task Light

    DEFF Research Database (Denmark)

    Logadottir, Asta; Ardkapan, Siamak Rahimi; Johnsen, Kjeld

    2014-01-01

    made lenses, capable of providing the desired light distribution. The user test shows that when working with general lighti ng of 100 lx in the room the developed task lig ht with its wide light distribution provides flexibility in choosing a reading task area on the desk and provides more visibility......The objectives of this work is to develop a task light for office lighting that fulfils the minimum requirements of the European standard EN12464 - 1 : Light and lighting – Lighting of work places, Part 1: Indoor workplaces and the Danish standard DS 700 : Lys og belysning I arbejdsrum , or more...... specifically the requirements that apply to the work area and the immediate surrounding area. By providing a task light that fulfils the requirements for task lighting and the immediate surrounding area, the general lighting only needs to provide the illuminance levels required for background lighting...

  10. Internationalizing the Mathematical Finance Course

    Science.gov (United States)

    Okonkwo, Zephyrinus C.

    2017-01-01

    About the year 2000, the Department of Mathematics and Computer Science, Albany State University (ASU), Albany, Georgia, USA envisioned the need to have a comprehensive curriculum revision based on recommendations of the Conference Boards of The Mathematical Sciences, the American Mathematical Society, the Mathematical Association of American, and…

  11. Measuring Developmental Students' Mathematics Anxiety

    Science.gov (United States)

    Ding, Yanqing

    2016-01-01

    This study conducted an item-level analysis of mathematics anxiety and examined the dimensionality of mathematics anxiety in a sample of developmental mathematics students (N = 162) by Multi-dimensional Random Coefficients Multinominal Logit Model (MRCMLM). The results indicate a moderately correlated factor structure of mathematics anxiety (r =…

  12. Predicting Relationships between Mathematics Anxiety, Mathematics Teaching Anxiety, Self-Efficacy Beliefs towards Mathematics and Mathematics Teaching

    Science.gov (United States)

    Unlu, Melihan; Ertekin, Erhan; Dilmac, Bulent

    2017-01-01

    The purpose of the research is to investigate the relationships between self-efficacy beliefs toward mathematics, mathematics anxiety and self-efficacy beliefs toward mathematics teaching, mathematics teaching anxiety variables and testing the relationships between these variables with structural equation model. The sample of the research, which…

  13. Assessment and realistic mathematics education

    NARCIS (Netherlands)

    Heuvel-Panhuizen, M.H.A.M. van den

    1996-01-01

    This book describes the consequences of Realistic Mathematics Education (RME) for assessing students’ understanding of mathematics in primary school. RME is the Dutch answer to the worldwide need to reform mathematics education. Changed ideas about mathematics as a school subject, its goals,

  14. Mathematical points as didactical ideas

    DEFF Research Database (Denmark)

    Mogensen, Arne

    Mathematics teaching in Denmark was recently recommended better organized in sequences with clear mathematical pedagogical goals and a focus on mathematical points. In this paper I define a mathematical point and inform on coding of transcripts in a video based Danish research study on grade 8...

  15. Mathematical Modeling: A Structured Process

    Science.gov (United States)

    Anhalt, Cynthia Oropesa; Cortez, Ricardo

    2015-01-01

    Mathematical modeling, in which students use mathematics to explain or interpret physical, social, or scientific phenomena, is an essential component of the high school curriculum. The Common Core State Standards for Mathematics (CCSSM) classify modeling as a K-12 standard for mathematical practice and as a conceptual category for high school…

  16. Celebrating Mathematics All Year 'Round

    Science.gov (United States)

    Daire, Sandra Arguelles

    2010-01-01

    Celebrating mathematics should be a yearlong event in which students in mathematics classes of all levels engage in mathematics activities and competitions that will encourage growth in mathematical knowledge, enthusiasm for the subject, and collaboration among students of different abilities and backgrounds. Pi Day and Pi Week festivities--a good…

  17. Finding Meaning in Mathematical Mnemonics

    Science.gov (United States)

    Miller, Geoffrey; Obara, Samuel

    2017-01-01

    A mathematical mnemonic is a visual cue or verbal strategy that is used to aid initial memorisation and recall of a mathematical concept or procedure. Used wisely, mathematical mnemonics can benefit students' performance and understanding. Explorations into how mathematical mnemonics work can also offer students opportunities to engage in proof…

  18. Mathematical disposition of junior high school students viewed from learning styles

    Science.gov (United States)

    Putra, Arief Karunia; Budiyono, Slamet, Isnandar

    2017-08-01

    The relevance of this study is the growth of character values for students in Indonesia. Mathematics is a subject that builds the character values for students. It can be seen from the students' confidence in answering mathematics problems, their persistent and resilience in mathematics task. In addition, students have a curiosity in mathematics and appreciate the usefulness of mathematics. In mathematics, it is called a mathematical disposition. One of the factors that can affect students' mathematical disposition is learning style. Each student has a dominant learning style. Three of the most popular ones are visual, auditory, and kinesthetic. The most important uses of learning styles is that it makes it easy for teachers to incorporate them into their teaching. The purpose of this study was to determine which one that gives better mathematical dispositions among students with learning styles of visual, auditory, or kinesthetic. The subjects were 150 students in Sleman regency. Data obtained through questionnaires. Based on data analysis that has been done with benchmark assessment method, it can be concluded that students with visual learning style has a mathematical disposition better than students with auditory and kinesthetic learning styles, while students with kinesthetic learning style has a mathematical disposition better than students with auditory learning style. These results can be used as a reference for students with individual learning styles to improve the mathematical positive disposition in the learning process of mathematics.

  19. Toward Developmental Trajectories: A Commentary on "Assessing Measures of Mathematical Knowledge for Teaching"

    Science.gov (United States)

    Kulikowich, Jonna M.

    2007-01-01

    Operating from multiple literature bases in cognitive psychology, mathematics education, and theoretical and applied psychometrics, Schilling, Hill and their colleagues provide a systemic approach to studying the validity of scores of mathematical knowledge for teaching. This system encompasses an array of task formats and methodologies. The…

  20. Connecting Social and Mathematical Thinking: The Use of "Real Life" Contexts

    Science.gov (United States)

    Sawatzki, Carly

    2014-01-01

    This paper reports the findings of research into an educational intervention featuring open-ended mathematical problems situated in "real life" contexts and associated pedagogies. "Money and financial mathematics" is the topic in focus, with tasks termed "financial dilemmas" being trialled by 35 teachers in 16…

  1. Enhancing Formative Assessment Practice and Encouraging Middle School Mathematics Engagement and Persistence

    Science.gov (United States)

    Beesley, Andrea D.; Clark, Tedra F.; Dempsey, Kathleen; Tweed, Anne

    2018-01-01

    In the transition to middle school, and during the middle school years, students' motivation for mathematics tends to decline from what it was during elementary school. Formative assessment strategies in mathematics can help support motivation by building confidence for challenging tasks. In this study, the authors developed and piloted a…

  2. Mapping Variation in Children's Mathematical Reasoning: The Case of "What Else Belongs?"

    Science.gov (United States)

    Vale, Colleen; Widjaja, Wanty; Herbert, Sandra; Bragg, Leicha A.; Loong, Esther Yoon-Kin

    2017-01-01

    Explaining appears to dominate primary teachers' understanding of mathematical reasoning when it is not confused with problem solving. Drawing on previous literature of mathematical reasoning, we generate a view of the critical aspects of reasoning that may assist primary teachers when designing and enacting tasks to elicit and develop…

  3. The Academic Procrastination in Junior High School Students' Mathematics Learning: A Qualitative Study

    Science.gov (United States)

    Asri, Dahlia Novarianing; Setyosari, Punaji; Hitipeuw, Imanuel; Chusniyah, Tutut

    2017-01-01

    Among the main causes of low learning achievement in mathematics learning is a delayed behavior to do tasks, commonly called academic procrastination. The objectives of this research are to describe and to explain the causal factors and consequences of academic procrastination in learning mathematics for junior high school students. This research…

  4. Metacognition in the Classroom: Motivation and Self-Awareness of Mathematics Learners

    Science.gov (United States)

    Karaali, Gizem

    2015-01-01

    Metacognition as a dimension of learning ranks highest in the revised Bloom's Taxonomy of cognitive tasks. In this paper we illustrate how it can be incorporated into a repeated exercise in the mathematics classroom, through a specific case study in the context of a liberal arts mathematics course. Through the semester, students were asked weekly…

  5. Relating Aspects of Motivation to Facets of Mathematical Competence Varying in Cognitive Demand

    Science.gov (United States)

    Gilbert, Melissa C.

    2016-01-01

    The author investigated the relationship between aspects of student motivation and performance on mathematical tasks varying in cognitive demand relevant to meeting the expectations of the Common Core State Standards for Mathematics (CCSS-M). A sample of 479 primarily Latino middle school students completed established survey measures of…

  6. Perceived Mathematical Ability under Challenge: A Longitudinal Perspective on Sex Segregation among STEM Degree Fields

    Science.gov (United States)

    Nix, Samantha; Perez-Felkner, Lara; Thomas, Kirby

    2015-01-01

    Students' perceptions of their mathematics ability vary by gender and seem to influence science, technology, engineering, and mathematics (STEM) degree choice. Related, students' perceptions during academic difficulty are increasingly studied in educational psychology, suggesting a link between such perceptions and task persistence. Despite…

  7. Academic Procrastination in Mathematics: Causes, Dangers and Implications of Counselling for Effective Learning

    Science.gov (United States)

    Asikhia, Olubusayo A.

    2010-01-01

    This paper focused on causes and dangers of academic procrastination (a behavioural problem that involves delaying a task which needs to be accomplished) in mathematics and the need for counseling students who are procrastinators especially of mathematics. Thus, in order to have a comprehensive understanding of the topic, the meaning, causes and…

  8. Modelling of and Conjecturing on a Soccer Ball in a Korean Eighth Grade Mathematics Classroom

    Science.gov (United States)

    Lee, Kyeong-Hwa

    2011-01-01

    The purpose of this article was to describe the task design and implementation of cultural artefacts in a mathematics lesson based on the integration of modelling and conjecturing perspectives. The conceived process of integrating a soccer ball into mathematics lessons via modelling- and conjecturing-based instruction was first detailed. Next, the…

  9. Who Is Afraid of Math? Two Sources of Genetic Variance for Mathematical Anxiety

    Science.gov (United States)

    Wang, Zhe; Hart, Sara Ann; Kovas, Yulia; Lukowski, Sarah; Soden, Brooke; Thompson, Lee A.; Plomin, Robert; McLoughlin, Grainne; Bartlett, Christopher W.; Lyons, Ian M.; Petrill, Stephen A.

    2014-01-01

    Background: Emerging work suggests that academic achievement may be influenced by the management of affect as well as through efficient information processing of task demands. In particular, mathematical anxiety has attracted recent attention because of its damaging psychological effects and potential associations with mathematical problem solving…

  10. Pre-service mathematics teachers’ learning and teaching of activity-based lessons supported with spreadsheets

    NARCIS (Netherlands)

    Agyei, Douglas; Voogt, Joke

    2016-01-01

    In this study, 12 pre-service mathematics teachers worked in teams to develop their knowledge and skills in using teacher-led spreadsheet demonstrations to help students explore mathematics concepts, stimulate discussions and perform authentic tasks through activity-based lessons. Pre-service

  11. A Framework for Examining Mathematics Teacher Knowledge as Used in Error Analysis

    Science.gov (United States)

    Peng, Aihui; Luo, Zengru

    2009-01-01

    Error analysis is a basic and important task for mathematics teachers. Unfortunately, in the present literature there is a lack of detailed understanding about teacher knowledge as used in it. Based on a synthesis of the literature in error analysis, a framework for prescribing and assessing mathematics teacher knowledge in error analysis was…

  12. Lesson Study with Mathematical Resources: A Sustainable Model for Locally-Led Teacher Professional Learning

    Science.gov (United States)

    Lewis, Catherine; Perry, Rebecca

    2014-01-01

    Teams of educators conducted lesson study independently, supported by a resource kit that included mathematical tasks, curriculum materials, lesson videos and plans, and research articles, as well as protocols to support lesson study. The mathematical resources focused on linear measurement interpretation of fractions. This report examines the…

  13. Identification of the noise using mathematical modelling

    Directory of Open Access Journals (Sweden)

    Dobeš Josef

    2016-01-01

    Full Text Available In engineering applications the noisiness of a component or the whole device is a common problem. Currently, a lot of effort is put to eliminate noise of the already produced devices, to prevent generation of acoustic waves during the design of new components, or to specify the operating problems based on noisiness change. The experimental method and the mathematical modelling method belong to these identification methods. With the power of today’s computers the ability to identify the sources of the noise on the mathematical modelling level is a very appreciated tool for engineers. For example, the noise itself may be generated by the vibration of the solid object, combustion, shock, fluid flow around an object or cavitation at the fluid flow in an object. For the given task generating the noise using fluid flow on the selected geometry and propagation of the acoustic waves and their subsequent identification are solved and evaluated. In this paper the principle of measurement of variables describing the fluid flow field and acoustic field are described. For the solution of fluid flow a mathematical model implemented into the CFD code is used. The mathematical modelling evaluation of the flow field is compared to the experimental data.

  14. Finite mathematics models and applications

    CERN Document Server

    Morris, Carla C

    2015-01-01

    Features step-by-step examples based on actual data and connects fundamental mathematical modeling skills and decision making concepts to everyday applicability Featuring key linear programming, matrix, and probability concepts, Finite Mathematics: Models and Applications emphasizes cross-disciplinary applications that relate mathematics to everyday life. The book provides a unique combination of practical mathematical applications to illustrate the wide use of mathematics in fields ranging from business, economics, finance, management, operations research, and the life and social sciences.

  15. Mathematical structures for computer graphics

    CERN Document Server

    Janke, Steven J

    2014-01-01

    A comprehensive exploration of the mathematics behind the modeling and rendering of computer graphics scenes Mathematical Structures for Computer Graphics presents an accessible and intuitive approach to the mathematical ideas and techniques necessary for two- and three-dimensional computer graphics. Focusing on the significant mathematical results, the book establishes key algorithms used to build complex graphics scenes. Written for readers with various levels of mathematical background, the book develops a solid foundation for graphics techniques and fills in relevant grap

  16. Independent task Fourier filters

    Science.gov (United States)

    Caulfield, H. John

    2001-11-01

    Since the early 1960s, a major part of optical computing systems has been Fourier pattern recognition, which takes advantage of high speed filter changes to enable powerful nonlinear discrimination in `real time.' Because filter has a task quite independent of the tasks of the other filters, they can be applied and evaluated in parallel or, in a simple approach I describe, in sequence very rapidly. Thus I use the name ITFF (independent task Fourier filter). These filters can also break very complex discrimination tasks into easily handled parts, so the wonderful space invariance properties of Fourier filtering need not be sacrificed to achieve high discrimination and good generalizability even for ultracomplex discrimination problems. The training procedure proceeds sequentially, as the task for a given filter is defined a posteriori by declaring it to be the discrimination of particular members of set A from all members of set B with sufficient margin. That is, we set the threshold to achieve the desired margin and note the A members discriminated by that threshold. Discriminating those A members from all members of B becomes the task of that filter. Those A members are then removed from the set A, so no other filter will be asked to perform that already accomplished task.

  17. Task-baseret kommunikativ sprogundervisning

    DEFF Research Database (Denmark)

    Pedersen, Michael Svendsen

    2015-01-01

    Definition af task-baseret sprogundervisning, kriterier for task. Forskning i Second Language Acquisition med brug af task, tilrettelæggelse af task-baseret kommunikativ undervisning. Begrænsninger i og perspektiver for videreudvikling af task-baseret sprogundervising-......Definition af task-baseret sprogundervisning, kriterier for task. Forskning i Second Language Acquisition med brug af task, tilrettelæggelse af task-baseret kommunikativ undervisning. Begrænsninger i og perspektiver for videreudvikling af task-baseret sprogundervising-...

  18. Towards a Theory of Mathematics Homework as a Social Practice

    Science.gov (United States)

    Landers, Mara G.

    2013-01-01

    This article presents a theoretical conceptualization of mathematics homework as a social practice. Rather than considering homework as a task or an artifact, this approach frames homework in terms of the social contexts in which students participate and how students participate in those contexts. This perspective has long been suggested by…

  19. Characterizing Student Mathematics Teachers' Levels of Understanding in Spherical Geometry

    Science.gov (United States)

    Guven, Bulent; Baki, Adnan

    2010-01-01

    This article presents an exploratory study aimed at the identification of students' levels of understanding in spherical geometry as van Hiele did for Euclidean geometry. To do this, we developed and implemented a spherical geometry course for student mathematics teachers. Six structured, "task-based interviews" were held with eight student…

  20. The Impact of Transitive Inference Operations on Mathematics ...

    African Journals Online (AJOL)

    This study examined the extent to which operations of transitive inference tasks have affected the mathematics problem solving abilities of pre-primary school children. Four research hypotheses were tested at 0.05 level of significance using 400 nursery school children whose ages ranged between 4.5 and 5.5 years ...

  1. Early numerical foundations of young children's mathematical development.

    Science.gov (United States)

    Chu, Felicia W; vanMarle, Kristy; Geary, David C

    2015-04-01

    This study focused on the relative contributions of the acuity of the approximate number system (ANS) and knowledge of quantitative symbols to young children's early mathematical learning. At the beginning of preschool, 191 children (Mage=46 months) were administered tasks that assessed ANS acuity and explicit knowledge of the cardinal values represented by number words, and their mathematics achievement was assessed at the end of the school year. Children's executive functions, intelligence, and preliteracy skills and their parents' educational levels were also assessed and served as covariates. Both the ANS and cardinality tasks were significant predictors of end-of-year mathematics achievement with and without control of the covariates. As simultaneous predictors and with control of the covariates, cardinality remained significantly related to mathematics achievement, but ANS acuity did not. Mediation analyses revealed that the relation between ANS acuity and mathematics achievement was fully mediated by cardinality, suggesting that the ANS may facilitate children's explicit understanding of cardinal value and in this way may indirectly influence early mathematical learning. Copyright © 2015 Elsevier Inc. All rights reserved.

  2. Students discussing their mathematical ideas: the role of the teacher

    Science.gov (United States)

    Pijls, Monique; Dekker, Rijkje

    2011-12-01

    This article adds to current research on enhancing student discourse in mathematics teaching specifically in secondary schools but with equal relevance to elementary schools. Three mathematics teachers in secondary education were confronted with the question of how to encourage students to discuss their work with each other in the daily practice of their mathematical lessons. In response to this question the teachers devised three different approaches to encourage student discourse. One of the teachers chose to experiment with another setting to perform mathematical tasks that involved students working together on a group test. The second teacher experimented with a new kind of help when students were working on their maths tasks and asked for assistance. The third created a new setting in which the teacher (temporarily) did not provide mathematical hints and the students had to solve their own problems. The three teachers were very motivated, but they all had difficulties in not giving explanations themselves when supporting their students in their collaborative mathematical learning. They found that temporarily diminishing their product help stimulated discussion between students. It also became clear that the process of teacher reflection and follow-up discussions with the researcher/observers promoted changes of practice.

  3. Board Task Performance

    DEFF Research Database (Denmark)

    Minichilli, Alessandro; Zattoni, Alessandro; Nielsen, Sabina

    2012-01-01

    influence board tasks, and how the context moderates the relationship between processes and tasks. Our hypotheses are tested on a survey-based dataset of 535 medium-sized and large industrial firms in Italy and Norway, which are considered to substantially differ along legal and cultural dimensions...... identify three board processes as micro-level determinants of board effectiveness. Specifically, we focus on effort norms, cognitive conflicts and the use of knowledge and skills as determinants of board control and advisory task performance. Further, we consider how two different institutional settings...

  4. Mathematics education a spectrum of work in mathematical sciences departments

    CERN Document Server

    Hsu, Pao-sheng; Pollatsek, Harriet

    2016-01-01

    Many in the mathematics community in the U.S. are involved in mathematics education in various capacities. This book highlights the breadth of the work in K-16 mathematics education done by members of US departments of mathematical sciences. It contains contributions by mathematicians and mathematics educators who do work in areas such as teacher education, quantitative literacy, informal education, writing and communication, social justice, outreach and mentoring, tactile learning, art and mathematics, ethnomathematics, scholarship of teaching and learning, and mathematics education research. Contributors describe their work, its impact, and how it is perceived and valued. In addition, there is a chapter, co-authored by two mathematicians who have become administrators, on the challenges of supporting, evaluating, and rewarding work in mathematics education in departments of mathematical sciences. This book is intended to inform the readership of the breadth of the work and to encourage discussion of its val...

  5. Exploring Primary Student’s Problem-Solving Ability by Doing Tasks Like PISA's Question

    Directory of Open Access Journals (Sweden)

    Rita Novita

    2012-07-01

    Full Text Available Problem solving plays an important role in mathematics and should have a prominent role in the mathematics education. The term “problem solving” refers to mathematics tasks that have the potential to provide intellectual challenges for enhancing students’ mathematical understanding and development. In addition, the contextual problem that requires students to connect their mathematical knowledge in solving mathematical situational problem is believed to be an impact on the development students’ problem-solving ability. The tasks that have been developed by PISA meet both of these criteria. As stated by the NCTM, that problem-solving skill and ability should be developed to students when they were in primary school (K5-8, therefore, it is important to do an effort to guide students in developing problem-solving ability from primary school such as accustom students to do some mathematical solving-problem tasks. Thus, in this research we tried to investigate how to develop mathematical problem-solving tasks like PISA’s question that have potential effect toward students’ mathematical problem-solving abilities?. We used a  formative evaluation type of development research as an mean  to achieve this research goal. This type of research is conducted in two steps, namely preliminary stage and formative evaluation stage covering self evaluation, prototyping (expert reviews, one-to-one, and small group, and  field test. This research involve four primary schools in Palembang, there are SD Muhammadiyah 6 Palembang, MIN 1 & MIN 2 Palembang, and SDN 179 Palembang. The result of this research showed that the mathematical problem-solving tasks  that have been developed have potential effect in exploring mathematical problem-solving ability of the primary school students. It  is shown from their work in solving problem where all of the indicators of problem solving competency have emerged quite well category. In addition, based on interview

  6. Task-Driven Computing

    National Research Council Canada - National Science Library

    Wang, Zhenyu

    2000-01-01

    .... They will want to use the resources to perform computing tasks. Today's computing infrastructure does not support this model of computing very well because computers interact with users in terms of low level abstractions...

  7. Organizing Core Tasks

    DEFF Research Database (Denmark)

    Boll, Karen

    Civil servants conduct the work which makes welfare states functions on an everyday bases: Police men police, school teachers teach, and tax inspectors inspect. Focus in this paper is on the core tasks of tax inspectors. The paper argues that their core task of securing the collection of revenue...... projects influence the organization of core tasks within the tax administration. The paper shows that the organizational transformations based on the use of these devices have had consequences both for the overall collection of revenue and for the employees’ feeling of “making a difference”. All in all...... has remained much the same within the last 10 years. However, how the core task has been organized has changed considerable under the influence of various “organizing devices”. The paper focusses on how organizing devices such as risk assessment, output-focus, effect orientation, and treatment...

  8. The relationship between mathematics and language: academic implications for children with specific language impairment and English language learners.

    Science.gov (United States)

    Alt, Mary; Arizmendi, Genesis D; Beal, Carole R

    2014-07-01

    The present study examined the relationship between mathematics and language to better understand the nature of the deficit and the academic implications associated with specific language impairment (SLI) and academic implications for English language learners (ELLs). School-age children (N = 61; 20 SLI, 20 ELL, 21 native monolingual English [NE]) were assessed using a norm-referenced mathematics instrument and 3 experimental computer-based mathematics games that varied in language demands. Group means were compared with analyses of variance. The ELL group was less accurate than the NE group only when tasks were language heavy. In contrast, the group with SLI was less accurate than the groups with NE and ELLs on language-heavy tasks and some language-light tasks. Specifically, the group with SLI was less accurate on tasks that involved comparing numerical symbols and using visual working memory for patterns. However, there were no group differences between children with SLI and peers without SLI on language-light mathematics tasks that involved visual working memory for numerical symbols. Mathematical difficulties of children who are ELLs appear to be related to the language demands of mathematics tasks. In contrast, children with SLI appear to have difficulty with mathematics tasks because of linguistic as well as nonlinguistic processing constraints.

  9. A mathematical medley fifty easy pieces on mathematics

    CERN Document Server

    Szpiro, George G

    2010-01-01

    Szpiro's book provides a delightful, well-written, eclectic selection of mathematical tidbits that makes excellent airplane reading for anyone with an interest in mathematics, regardless of their mathematical background. Excellent gift material. -Keith Devlin, Stanford University, author of The Unfinished Game and The Language of Mathematics It is great to have collected in one volume the many varied, insightful and often surprising mathematical stories that George Szpiro has written in his mathematical columns for the newspapers through the years. -Marcus du Sautoy, Oxford University, author

  10. Persian architecture and mathematics

    CERN Document Server

    2012-01-01

    This volulme features eight original papers dedicated to the theme “Persian Architecture and Mathematics,” guest edited by Reza Sarhangi. All papers were approved through a rigorous process of blind peer review and edited by an interdisciplinary scientific editorial committee. Topics range from symmetry in ancient Persian architecture to the elaborate geometric patterns and complex three-dimensional structures of standing monuments of historical periods, from the expression of mathematical ideas to architectonic structures, and from decorative ornament to the representation of modern group theory and quasi-crystalline patterns. The articles discuss unique monuments Persia, including domed structures and two-dimensional patterns, which have received significant scholarly attention in recent years. This book is a unique contribution to studies of Persian architecture in relation to mathematics.

  11. Mathematical olympiad challenges

    CERN Document Server

    Andreescu, Titu

    2000-01-01

    Mathematical Olympiad Challenges is a rich collection of problems put together by two experienced and well-known professors and coaches of the U.S. International Mathematical Olympiad Team. Hundreds of beautiful, challenging, and instructive problems from algebra, geometry, trigonometry, combinatorics, and number theory were selected from numerous mathematical competitions and journals. An important feature of the work is the comprehensive background material provided with each grouping of problems. The problems are clustered by topic into self-contained sections with solutions provided separately. All sections start with an essay discussing basic facts and one or two representative examples. A list of carefully chosen problems follows and the reader is invited to take them on. Additionally, historical insights and asides are presented to stimulate further inquiry. The emphasis throughout is on encouraging readers to move away from routine exercises and memorized algorithms toward creative solutions to open-e...

  12. Mathematical grammar of biology

    CERN Document Server

    Yamagishi, Michel Eduardo Beleza

    2017-01-01

    This seminal, multidisciplinary book shows how mathematics can be used to study the first principles of DNA. Most importantly, it enriches the so-called “Chargaff’s grammar of biology” by providing the conceptual theoretical framework necessary to generalize Chargaff’s rules. Starting with a simple example of DNA mathematical modeling where human nucleotide frequencies are associated to the Fibonacci sequence and the Golden Ratio through an optimization problem, its breakthrough is showing that the reverse, complement and reverse-complement operators defined over oligonucleotides induce a natural set partition of DNA words of fixed-size. These equivalence classes, when organized into a matrix form, reveal hidden patterns within the DNA sequence of every living organism. Intended for undergraduate and graduate students both in mathematics and in life sciences, it is also a valuable resource for researchers interested in studying invariant genomic properties.

  13. Advances in mathematical economics

    CERN Document Server

    Yamazaki, Akira

    2005-01-01

    A lot of economic problems can be formulated as constrained optimizations and equilibration of their solutions. Various mathematical theories have been supplying economists with indispensable machineries for these problems arising in economic theory. Conversely, mathematicians have been stimulated by various mathematical difficulties raised by economic theories. The series is designed to bring together those mathematicians who are seriously interested in getting new challenging stimuli from economic theories with those economists who are seeking effective mathematical tools for their research. The editorial board of this series comprises the following prominent economists and mathematicians: Managing Editors: S. Kusuoka (Univ. Tokyo), T. Maruyama (Keio Univ.). Editors: R. Anderson (U.C. Berkeley), C. Castaing (Univ. Montpellier), F.H. Clarke (Univ. Lyon I), G. Debreu (U.C. Berkeley), E. Dierker (Univ. Vienna), D. Duffie (Stanford Univ.), L.C. Evans (U.C. Berkeley), T. Fujimoto (Okayama Univ.), J.-M. Grandmont...

  14. Mathematical methods in engineering

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    Machado, José

    2014-01-01

    This book presents a careful selection of the contributions presented at the Mathematical Methods in Engineering (MME10) International Symposium, held at the Polytechnic Institute of Coimbra- Engineering Institute of Coimbra (IPC/ISEC), Portugal, October 21-24, 2010. The volume discusses recent developments about theoretical and applied mathematics toward the solution of engineering problems, thus covering a wide range of topics, such as:  Automatic Control, Autonomous Systems, Computer Science, Dynamical Systems and Control,  Electronics, Finance and Economics, Fluid Mechanics and Heat Transfer, Fractional Mathematics, Fractional Transforms and Their Applications,  Fuzzy Sets and Systems, Image and Signal Analysis, Image Processing, Mechanics, Mechatronics, Motor Control and Human Movement Analysis, Nonlinear Dynamics, Partial Differential Equations, Robotics, Acoustics, Vibration and Control, and Wavelets.

  15. Mathematics for sustainability

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    Roe, John; Jamshidi, Sara

    2018-01-01

    Designed for the 21st century classroom, this textbook poses, refines, and analyzes questions of sustainability in a quantitative environment. Building mathematical knowledge in the context of issues relevant to every global citizen today, this text takes an approach that empowers students of all disciplines to understand and reason with quantitative information. Whatever conclusions may be reached on a given topic, this book will prepare the reader to think critically about their own and other people’s arguments and to support them with careful, mathematical reasoning. Topics are grouped in themes of measurement, flow, connectivity, change, risk, and decision-making. Mathematical thinking is at the fore throughout, as students learn to model sustainability on local, regional, and global scales. Exercises emphasize concepts, while projects build and challenge communication skills. With no prerequisites beyond high school algebra, instructors will find this book a rich resource for engaging all majors in the...

  16. Mathematical analysis I

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    Zorich, Vladimir A

    2015-01-01

    VLADIMIR A. ZORICH is professor of mathematics at Moscow State University. His areas of specialization are analysis, conformal geometry, quasiconformal mappings, and mathematical aspects of thermodynamics. He solved the problem of global homeomorphism for space quasiconformal mappings. He holds a patent in the technology of mechanical engineering, and he is also known by his book Mathematical Analysis of Problems in the Natural Sciences . This second English edition of a very popular two-volume work presents a thorough first course in analysis, leading from real numbers to such advanced topics as differential forms on manifolds; asymptotic methods; Fourier, Laplace, and Legendre transforms; elliptic functions; and distributions. Especially notable in this course are the clearly expressed orientation toward the natural sciences and the informal exploration of the essence and the roots of the basic concepts and theorems of calculus. Clarity of exposition is matched by a wealth of instructive exercises, problems...

  17. Mathematical models of morphogenesis

    Directory of Open Access Journals (Sweden)

    Dilão Rui

    2015-01-01

    Full Text Available Morphogenesis is the ensemble of phenomena that generates the form and shape of organisms. Organisms are classified according to some of its structural characteristics, to its metabolism and to its form. In particular, the empirical classification associated with the phylum concept is related with the form and shape of organisms. In the first part of this talk, we introduce the class of mathematical models associated the Turing approach to pattern formation. In the Turing approach, morphogenesis models are described by reaction-diffusion parabolic partial differential equations. Based on this formalism, we present a mathematical model describing the first two hours of development of the fruit fly Drosophila. In the second part of this talk, we present results on Pareto optimality to calibrate and validate mathematical models.

  18. Mathematics difficulties & classroom leadership

    DEFF Research Database (Denmark)

    Schmidt, Maria Christina Secher

    2016-01-01

    are presented: 1) descriptions of the teachers’ classroom leadership to include all their students in the learning community, 2) the learning community produced by stated and practiced rules for teaching and learning behavior, 3) the classroom behavior of students who experience difficulties with mathematics....... The findings suggest that the teachers’ pedagogical choices and actions support an active learning environment for students in diverse learning needs, and that the teachers practise dimensions of inclusive classroom leadership that are known to be successful for teaching mathematics to all students. Despite......This article investigates possible links between inclusion, students, for whom mathematics is extensively difficult, and classroom leadership through a case study on teaching strategies and student participation in four classrooms at two different primary schools in Denmark. Three sets of results...

  19. Basic mathematics for biochemists

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    Cornish-Bowden, Athel

    1981-01-01

    Some teachers of biochemistry think it positively beneficial for students to struggle with difficult mathematics. I do not number myself among these people, although I have derived much personal pleasure from the study of mathematics and from applying it to problems that interest me in biochemistry. On the contrary, I think that students choose courses in biochemistry out of interest in biochemistry and that they should not be encumbered with more mathematics than is absolutely required for a proper understanding of biochemistry. This of course includes physical chemistry, because a biochemist ignorant of physical chemistry is no biochemist. I have been guided by these beliefs in writing this book. I have laid heavy emphasis on those topics, such as the use of logarithms, that play an important role in biochemistry and often cause problems in teaching; I have ignored others, such as trigonometry, that one can manage without. The proper treatment of statistics has been more difficult to decide. Although it cle...

  20. Basic engineering mathematics

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    Bird, John

    2014-01-01

    Introductory mathematics written specifically for students new to engineering Now in its sixth edition, Basic Engineering Mathematics is an established textbook that has helped thousands of students to succeed in their exams. John Bird's approach is based on worked examples and interactive problems. This makes it ideal for students from a wide range of academic backgrounds as the student can work through the material at their own pace. Mathematical theories are explained in a straightforward manner, being supported by practical engineering examples and applications in order to ensure that readers can relate theory to practice. The extensive and thorough topic coverage makes this an ideal text for introductory level engineering courses. This title is supported by a companion website with resources for both students and lecturers, including lists of essential formulae, multiple choice tests, full solutions for all 1,600 further questions contained within the practice exercises, and biographical information on t...