Abdul; Department of *Mathematics* Education, Thakur Ram Multiple Campus, Birgunj Quaiyum

*Mathematics* in context (MiC) is an integrated program that uses Realistic *Mathematics* Education(RME) approach to teaching and learning of *mathematics*. It emphasizes learning *mathematics* from realistic situations, studentsâ€™ invention or construction of solution procedure and interaction with other students or the teacher. Students should be encour...

é«˜æ©‹æ³°å—£
in * Feb 05, 1992
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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. ...

é«˜æ©‹æ³°å—£
in * Feb 05, 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. ...

Noson Yanofsky Mark Zelcer
in * Jun 01, 2013
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We state the defining characteristic of *mathematics* as a type of symmetry where one can change the connotation of a mathematical statement in a certain way when the statement's truth value remains the same. This view of *mathematics* as satisfying such symmetry places *mathematics* as comparable with modern views of physics and science where, over the ...

Noson Yanofsky Mark Zelcer
in * Jun 01, 2013
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We state the defining characteristic of *mathematics* as a type of symmetry where one can change the connotation of a mathematical statement in a certain way when the statement's truth value remains the same. This view of *mathematics* as satisfying such symmetry places *mathematics* as comparable with modern views of physics and science where, over the ...

Xing; Department of *Mathematics* & Applied *Mathematics*, Hunan University of Humanities, Science and Technology, Hunan YU Hongguo; Department of *Mathematics* & Applied *Mathematics*, Hunan University of Humanities, Science and Technology, Hunan SUN Guohua; Department of *Mathematics* & Applied *Mathematics*, Hunan University of Humanities, Science and Technology, Hunan CHEN
in * Dec 01, 2012
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In this paper, the writer combined the experience in financial *mathematics* direction teaching with the results of the survey of tracking graduates, and analyzed the necessity for local colleges to carry out practical teaching in financial *mathematics* teaching. Whatâ€™s more, the writer also proposes some suggestion in establishing practical teachin...

Rampersad, Roger
in * 2003
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*Mathematics* 436 is the advanced *mathematics* course offered to students in secondary IV in the province of Quebec. Although the course is designed to challenge students in the advanced stream, it has produced a high number of failures. This study examines the relationship between *mathematics* anxiety and achievement in *Mathematics* 436. Fifty-six stud...

Lyn D. English Bharath Sriraman
in * Jan 01, 2009
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The increased recognition of the theory in *mathematics* education is evident in numerous handbooks, journal articles, and other publications. For example, Silver and Herbst (2007) examined â€•Theory in *Mathematics* Education Scholarshipâ€– in the Second Handbook of Research on *Mathematics* Teaching and Learning (Lester, 2007) while Cobb (2007) addressed â...

Meena Kotecha
in * Dec 01, 2013
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Meena Kotecha Addressing *mathematics* and statistics anxiety Article (Published version) (Refereed) Original citation: Kotecha, Meena (2013) Addressing *mathematics* and statistics anxiety. *Mathematics* today , 49 (6). p. 259. ISSN 1361-2042 Â© 2013 Institute of *Mathematics* and its Applications This version available at: http://eprints.lse.ac.uk/54839/ ...

Kripa Sindhu; Department of *Mathematics*, Thakur Ram Multiple Campus, Birgunj Prasad

Discovery learning can be effectively used to stimulate and maintain interest in *mathematics*. Furthermore, such an approach promotes creativity and originality in students which are important for a studentâ€™s future success in *mathematics*. This paper highlights and illustrates learning by discovery. Keywords Pure discovery, guided discovery, explora...