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About 10,000 papers for “Mathematics”

Guides: Mathematics: Mathematics

Shawn Denny · 2017

Designed for mathematics students, this guide takes you through the Library’s resources to improve your research. Designed for mathematics students, this guide takes you through the Library’s resources to improve your research.

Cited by 0

LibGuides: Mathematics: Mathematics Education

Yan Liao · 2011

Features library resources for mathematics majors, students in general mathematics classes, mathematics education students and mathematics faculty. Specific resources for students in the Mathematics Education program through the School of Education.

Cited by 0

The Mathematics of Mathematics

Wolff‐Michael Roth · SensePublishers eBooks · 2017

ScopeMathematics and science education are in a state of change.Received models of teaching, curriculum, and researching in the two fields are adopting and developing new ways of thinking about how people of all ages know, learn, and develop.The recent literature in both fields includes contributions focusing on issues and using theoretical frames that were unthinkable a decade ago.For example, we see an increase in the use of conceptual and methodological tools from anthropology and semiotics to understand how different forms of knowledge are interconnected, how students learn, how textbooks are written, etcetera.Science and mathematics educators also have turned to issues such as identity and emotion as salient to the way in which people of all ages display and develop knowledge and skills.And they use dialectical or phenomenological approaches to answer ever arising questions about learning and development in science and mathematics.The purpose of this series is to encourage the publication of books that are close to the cutting edge of both fields.The series aims at becoming a leader in providing refreshing and bold new work-rather than out-of-date reproductions of past states of the art-shaping both fields more than reproducing them, thereby closing the traditional gap that exists between journal articles and books in terms of their salience about what is new.The series is intended not only to foster books concerned with knowing, learning, and teaching in school but also with doing and learning mathematics and science across the whole lifespan (e.g., science in kindergarten; mathematics at work); and it is to be a vehicle for publishing books that fall between the two domains-such as when scientists learn about graphs and graphing as part of their work.

Cited by 14

LibGuides: Mathematics: Teaching Mathematics

Alberto Haddad · 2010

This guide is intended to help you know more about Library and Internet resources in the area of Mathematics. Use this guide as your starting point, come to the Library or Ask a Librarian for more resources and help.

Cited by 0

What makes mathematics mathematics?

Ian Hacking · Cambridge University Press eBooks · 2014

Philosophers, like most other people who think about it at all, tend to take ‘mathematics’ for granted. We seldom reflect on why we so readily recognize a problem, a conjecture, a fact, a proof idea, a piece of reasoning, a definition, or a sub-discipline, as mathematical. Some philosophers ask sophisticated questions about which parts of mathematics are constructive, or about set theory. Others debate ‘platonism’ versus ‘nominalism’, or, nowadays, versus ‘naturalism’ or ‘structuralism’. But we seem to shy away from the naïve question of why so many diverse topics addressed by real-life mathematicians are immediately recognized as ‘mathematics’. And what have those increasingly esoteric matters got to do with the common-or-garden mathematics of carpenters and shopkeepers; or, to move up a few social classes, of architects and stockbrokers?

Cited by 5

Mathematics and Mathematics Education

Takahashi, Yasuji · Okayama University Scientific Achievement Repository (Okayama University) · 1992

With the 17-th century an essentially new period in the development of mathematics began. The circle of quantitative relations and spatial forms of mathematics studied now was no longer exhausted by numbers, quantities and geometric figures. On this basis there resulted the explicit introduction into mathematics of the ideas of motions and change. Being inseparably connected with the needs of natural science, the accumulation of quantitaive relations and spacial forms studied in mathematics was continuously expanding. However, in addition to this quantitative grouth, at the end of the 18-th and the beginning of the 19-th centuries a number of essentially new features were observed in the development of mathematics. The enormous amount of factual material which had been accumulated in the 17-th and 18-th centuries led to the demand for a deep logical analysis and unification of it from a new point of view. In essence, the relationship between mathematics and natural science was no loss close but was now increased in complexity. The majority of new theories arose from internal requirements of mathematics itself. However, the circle of applications to problems of science and technology was greately expanding at this time. In this way, as a result of both the internal requirements of mathematics and the new needs of science and technology, the circle of quantitative relations and spatial forms studied in mathematics was greately expanded: relations between elements of arbitrary groups, operations in function spaces, etc. are now parts of mathematics. In this paper, we are concerned with mathematical thought. Several ideas of great scientists are introduced, and we know the essence of mathematical thought. The power of mathematical thought can be brought up by means of a deep thought. The relationship between mathematical thought and creativity is also studied.

Cited by 0