Mathematical Symbols and Constants

2009 ◽  
pp. 1-2
Author(s):  
Bernd Luderer ◽  
Volker Nollau ◽  
Klaus Vetters
Keyword(s):  
Mathematical Symbols

Enlightening Symbols

2016 ◽  
Author(s):  
Joseph Mazur
Keyword(s):  
Sixteenth Century ◽  
Number System ◽  
Psychological Effects ◽  
Mathematical Notation ◽  
Rhetorical Style ◽  
The Past ◽  
Mathematical Symbols ◽  
Before And After ◽  
New Ideas ◽  
Different Cultures

While all of us regularly use basic mathematical symbols such as those for plus, minus, and equals, few of us know that many of these symbols weren't available before the sixteenth century. What did mathematicians rely on for their work before then? And how did mathematical notations evolve into what we know today? This book explains the fascinating history behind the development of our mathematical notation system. It shows how symbols were used initially, how one symbol replaced another over time, and how written math was conveyed before and after symbols became widely adopted. Traversing mathematical history and the foundations of numerals in different cultures, the book looks at how historians have disagreed over the origins of the number system for the past two centuries. It follows the transfigurations of algebra from a rhetorical style to a symbolic one, demonstrating that most algebra before the sixteenth century was written in prose or in verse employing the written names of numerals. It also investigates the subconscious and psychological effects that mathematical symbols have had on mathematical thought, moods, meaning, communication, and comprehension. It considers how these symbols influence us (through similarity, association, identity, resemblance, and repeated imagery), how they lead to new ideas by subconscious associations, how they make connections between experience and the unknown, and how they contribute to the communication of basic mathematics. From words to abbreviations to symbols, this book shows how math evolved to the familiar forms we use today.

Numbers and Mathematical Symbols

2017 ◽  
pp. 1-26
Author(s):  
Natasha Maurits
Keyword(s):  
Mathematical Symbols

scholarly journals Avoiding Math on a Rapid Timescale: Emotional Responsivity and Anxious Attention in Math Anxiety

2017 ◽  
Author(s):  
Rachel G. Pizzie ◽  
David J.M. Kraemer
Keyword(s):  
Math Anxiety ◽  
Attentional Disengagement ◽  
Attentional Deployment ◽  
Mathematical Symbols ◽  
Amygdala Response ◽  
Attentional Engagement ◽  
Attentional Avoidance ◽  
Threat Avoidance ◽  
Attentional Responses ◽  
Negative Feelings

AbstractMath anxiety (MA) is characterized by negative feelings towards mathematics, resulting in avoidance of math classes and of careers that rely on mathematical skills. Focused on a long timescale, this research may miss important cognitive and affective processes that operate moment-to-moment, changing rapid reactions even when a student simply sees a math problem. Here, using fMRI with an attentional deployment paradigm, we show that MA influences rapid spontaneous emotional and attentional responses to mathematical stimuli upon brief presentation. Critically, participants viewed but did not attempt to solve the problems. Indicating increased threat reactivity to even brief presentations of math problems, increased MA was associated with increased amygdala response during math viewing trials. Functionally and anatomically defined amygdala ROIs yielded similar results, indicating robustness of the finding. Similar to the pattern of vigilance and avoidance observed in specific phobia, behavioral results of the attentional paradigm demonstrated that MA is associated with attentional disengagement for mathematical symbols. This attentional avoidance is specific to math stimuli; when viewing negatively-valenced images, MA is correlated with attentional engagement, similar to other forms of anxiety. These results indicate that even brief exposure to mathematics triggers a neural response related to threat avoidance in highly MA individuals.

scholarly journals Difficulty Analysis Learning Mathematics Society and Factors Cause for Junior Secondary Students

2020 ◽  
Vol 3 ◽  
pp. 635-638
Author(s):  
Rizki Sariningtias ◽  
Noviana Kusumawardani ◽  
Ali Yasfi ◽  
Agil Syafaat ◽  
Ro’ikhatul Aliyah
Keyword(s):  
Secondary Students ◽  
Learning Difficulties ◽  
External Factors ◽  
Descriptive Research ◽  
Parental Assistance ◽  
Junior Secondary ◽  
Mathematical Symbols ◽  
Learning Mathematics ◽  
Two Factors ◽  
Internal And External Factors

The study aims to describe the type of learning difficulties and factors of the learning difficulties of students of class VII SMP N 4 Satu Atap Pakis in studying mathematics subjects on the set material. The type and approach in this research is a type of descriptive research with a qualitative approach. The data collection techniques in this study are with diagnostic tests, polls, and interviews. From the results of the study came the conclusion that the difficulties of students of class VII SMP N 4 Satu Atap Pakis in the material set is a) difficulty understanding the question b) difficulty understanding the mathematical symbols and can not find the keywords of the problem, c) difficulties Transforming the problem, d) difficulties in completing the problem. While the learning difficulty factor is caused by two factors that are internal and external factors. internal factors include: a) lack of interest in students, b) lack of motivation to learn, c) lack of confidence to ask. External factors, among others: a) The class atmosphere is not conducive, b) the influence of handphone in the student concentration, c) lack of parental assistance in supervision at home.

Symbolizing as a Constructive Activity in a Computer Microworld

1996 ◽  
Vol 14 (2) ◽  
pp. 113-138 ◽  
Author(s):  
Leslie P. Steffe ◽  
John Olive
Keyword(s):  
Mathematical Activity ◽  
Constructivist Teaching ◽  
Guiding Principle ◽  
Computer Microworld ◽  
Mathematical Symbols ◽  
Teaching Episode ◽  
Numeral Systems ◽  
Mental Operations

In the design of computer microworlds as media for children's mathematical action, our basic and guiding principle was to create possible actions children could use to enact their mental operations. These possible actions open pathways for children's mathematical activity that coemerge in the activity. We illustrate this coemergence through a constructivist teaching episode with two children working with the computer microworld TIMA: Bars. During this episode, in which the children took turns to partition a bar into fourths and thirds recursively, the symbolic nature of their partitioning operations became apparent. The children developed their own drawings and numeral systems to further symbolize their symbolic mental operations. The symbolic nature of the children's partitioning operations was crucial in their establishment of more conventional mathematical symbols.

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