scholarly journals Cultural Challenge: Teaching Mathematics to Non-mathematicians

2021 ◽  
Vol 1 (1) ◽  
Author(s):  
Andrijana Burazin ◽  
Veselin Jungic ◽  
Miroslav Lovric
Keyword(s):  
Mathematical Programming ◽  
Differential Equations ◽  
Linear Algebra ◽  
Mathematical Reasoning ◽  
Discrete Mathematics ◽  
Teaching Mathematics ◽  
Mathematics Majors ◽  
Curricular Design ◽  
Learning Mathematics ◽  
Authentic Problems

A “mathematics for non-mathematicians” course, commonly known as a “service” course is an undergraduate mathematics course developed for students who are not (going to become) mathematics majors. Besides calculus, such courses may include linear algebra, mathematical reasoning, differential equations, mathematical programming and modeling, discrete mathematics, mathematics for teachers, and so on. In this article we argue that a good, productive curricular design and teaching of service courses happen through a meaningful collaboration between a mathematics instructor and the department whose students are taking the course. This collaboration ensures that “non-mathematicians” see the relevance of learning mathematics for their discipline (say, by discussing authentic problems and examples), but also appreciate the relevance and benefits which mathematics brings to their overall education and skills set.

Spectral Methods

2018 ◽  
Author(s):  
S. G. Rajeev
Keyword(s):  
Simple Model ◽  
Differential Equations ◽  
Boundary Conditions ◽  
Linear Algebra ◽  
Spectral Methods ◽  
Differential Operators ◽  
Higher Dimensions ◽  
Standard Linear ◽  
Sommerfeld Equation ◽  
Spectral Discretization

Thenumerical solution of ordinary differential equations (ODEs)with boundary conditions is studied here. Functions are approximated by polynomials in a Chebychev basis. Sections then cover spectral discretization, sampling, interpolation, differentiation, integration, and the basic ODE. Following Trefethen et al., differential operators are approximated as rectangular matrices. Boundary conditions add additional rows that turn them into square matrices. These can then be diagonalized using standard linear algebra methods. After studying various simple model problems, this method is applied to the Orr–Sommerfeld equation, deriving results originally due to Orszag. The difficulties of pushing spectral methods to higher dimensions are outlined.

INCORPORATING WRITING IN AN INTEGRATED CALCULUS, LINEAR ALGEBRA, AND DIFFERENTIAL EQUATIONS SEQUENCE

PRIMUS ◽  
2001 ◽  
Vol 11 (1) ◽  
pp. 67-78 ◽  
Author(s):  
Susan E. Kelly ◽  
Rebecca Lewin LeDocq
Keyword(s):  
Differential Equations ◽  
Linear Algebra

Way to improve efficiency of teaching linear algebra to students with health disabilities by means of enlarged didactic units

2021 ◽  
pp. 65-71
Author(s):  
A.N. Semakin ◽  
◽  
G.P. Emgusheva
Keyword(s):  
Students With Disabilities ◽  
Linear Algebra ◽  
Teaching Methods ◽  
Educational Material ◽  
Educational Process ◽  
Teaching Mathematics ◽  
Abstract Concepts ◽  
State Technical ◽  
Analytical Geometry ◽  
Time Gap

Presented is enlarged didactic units developed by P.M. Erdniev for teaching mathematics, that improves the ability of students to understand educational material. This effect is achieved as a result of organizing the educational process according to the principles of complementarity of teaching methods and the spatial and temporal combination of interrelated elements of knowledge. Among the basic mathematical disciplines taught at Bauman Moscow State Technical University for students with disabilities the most difficult discipline is Linear Algebra, which is due to its content and various problems with students’ health. Linear Algebra is largely based on the theory from Analytical Geometry that is quite well perceived by students with disabilities. A comparative analysis of these disciplines shows that the enlarged didactic units linking these disciplines together can significantly simplify the study of Linear Algebra. However, due to difficulties with scheduling the time gap between these disciplines can be up to two semesters, which makes it impossible to directly use the enlarged didactic units. To solve this problem, we introduce the supporting discipline "Cognitive technologies for supporting the discipline Linear Algebra" which runs in parallel with Linear Algebra and which is based on the material of Analytical Geometry. Forming its content in close connection with Linear Algebra in accordance with the main principles of the enlarged didactic units, we smoothly lead students to the understanding of abstract concepts of Linear Algebra, reducing the complexity of learning.

Mogućnosti primene istraživački zasnovane nastave (IN) u početnom matematičkom obrazovanju

2021 ◽  
Author(s):  
Dragana Glogovac ◽  
◽  
Marina Milošević ◽  
Bojan Lazić ◽  
Keyword(s):  
Teaching And Learning ◽  
Teaching Practice ◽  
Teaching Mathematics ◽  
Teaching Process ◽  
Inquiry Based Learning ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Key Competencies ◽  
Insight Into

Modern primary education, especially mathematics, requires constant innovation of teaching practice in order to modernize, rationalize, and efficiently the teaching process. Teaching mathematics should be experienced as a process that promotes learning with understanding, stimulates motivation, active learning, research, critical thinking, analysis, problem solving, drawing conclusions, exchange of experiences. The tendency to improve the quality of mathematics education has resulted in many studies pointing to the benefits of research-based mathematics (IN) teaching, known as inquiry-based learning (IBL), recognized as an essential way of organizing the teaching process to develop key competencies, abilities and skills in 21st century. Тhe aim of this paper is to see, based on a comprehensive theoretical analysis and the results of previous research. The created model of teaching mathematics based on research represents a useful framework for improving the quality of the process of teaching and learning mathematics, and empowers teachers in its application and affirmation, gaining insight into the way of organizing research learning.

scholarly journals PEMANFAATAN AUTOGRAPH SEBAGAI MEDIA PEMBELAJARAN MATEMATIKA DENGAN MENERAPKAN MODEL PEMBELAJARAN BERBASIS MASALAH (PBM) AUTOGRAPH USE AS A LEARNING MEDIA WITH MATH APPLYING THE MODEL OF LEARNING BASED PROBLEM (LBP)

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Nailul Himmi Hasibuan
Keyword(s):  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teaching Mathematics ◽  
Conic Sections ◽  
Mathematical Communication ◽  
Learning And Teaching ◽  
Learning Mathematics ◽  
Problem Solving Process ◽  
Point Line

Tulisan ini mengkaji tentang pemanfaatan autograph sebagai sumber belajar matematika yang dikombinasikan dengan Pembelajaran Berbasis Masalah (PBL). Pembelajaran berbasis masalah adalah suatu pembelajaran yang dimulai dengan masalah dunia nyata sehingga siswa agar dapat mengkonstruksi pengetahuannya sendiri dengan kemampuan berpikir yang dimilikinya, dengan mengacu pada lima langkah pokok, yaitu: orientasi siswa pada masalah, mengorganisir siswa untuk belajar, membimbing penyelidikan individual maupun kelompok, mengembangkan dan menyajikan hasil karya dan menganalisis dan mengevaluasi proses pemecahan masalah. Autograph adalah software software yang sangat serbaguna dan dinamis sebagai media pembelajaran untuk belajar dan mengajar matematika tingkat menengah berupa menggambar titik, ruas garis, vektor, garis, poligon, irisan kerucut, dan kurva dua dimensi. Dengan menerapkan model pembelajaran berbasis masalah yang memanfaatkan autograph dapat meningkatakan pemahaman konsep, penalaran, kemampuan berpikir kritis dan komunikasi matematis siswa. Kata Kunci: Pembelajaran Matematika, PBL, dan  AutographThis paper examines the use of autographs as a source of learning mathematics combined with Problem Based Learning (PBL). Problem-based learning is a learning that begins with real world issues so that students in order to construct his own knowledge with the ability to think it has, with reference to the five main steps, namely: orientation of students on the issue, organizing students to learn, guiding the investigation of individual and group, develop and present the work and analyze and evaluate the problem-solving process. Autograph software is software that is very versatile and dynamic as a learning medium for learning and teaching mathematics in the form of a mid-level draw point, line segment, vector, line, polygon, conic sections, and two-dimensional curve. By implementing problem based learning model that utilizes autographs can increase the understanding of concepts, reasoning, critical thinking skills and students' mathematical communication.                          Keywords: Learning Mathematics, PBL, and Autograph

scholarly journals PENGEMBANGAN ATTITUDE E-ASSESSMENT PADA PEMBELAJARAN MATEMATIKA SEKOLAH MENENGAH ATAS

2015 ◽  
Vol 1 (2) ◽  
pp. 118
Author(s):  
Teguh Permadi ◽  
Mustangin Mustangin
Keyword(s):  
High School ◽  
Teaching Mathematics ◽  
Instructional Media ◽  
Assessment Of Learning ◽  
Learning Evaluation ◽  
Learning Mathematics

Mathematics has important roles in forming the students' character at school. At least, there are nine characters' value which can be formed through learning mathematics, there are:religious, disciplined, honest, hard working, creative, curiosity, independent, communicative, and responsibility. Therefore, teachers need a means to assess those characters. Technology can be used as a means or tool in the assessment of learning, this term is referred as e-assessment. Originating from an idea for combining between assessing the attitude and using the e-assessment, the researcher developed the attitude e-assessment. The purpose of this research is to produce the attitude e-assessment in teaching Mathematics at high school. This study is a part of developing research which used 4D model as the development basis that cover define stages, design, develop, and disseminate. The result of the analysis which is conducted to the practitioners, learning evaluation expert, and instructional media expert, the product of e-assessment got 3,34 which means that it is valid. While the analysis result of users' respond which is conducted to 10 students grade X of Madrasah Aliyah Negeri Kota Batu, the e-assessment product got 3,32 which means that its valid.Based onthose tests, theattitudee-assessmentproducts in thehigh schoolmathematicsteachinghas been declaredvalidorproper.

scholarly journals Discrete Mathematics into K-11 and K-12 Grade Education

2021 ◽  
Vol 23 (05) ◽  
pp. 319-324
Author(s):  
Mr. Balaji. N ◽  
◽  
Dr. Karthik Pai B H ◽  
Keyword(s):  
Set Theory ◽  
Mathematical Reasoning ◽  
Mathematical Induction ◽  
Discrete Mathematics ◽  
College Classrooms ◽  
Underlying Principle ◽  
Education Study ◽  
Strongly Connected ◽  
Proof Techniques ◽  
K 12

Discrete mathematics is one of the significant part of K-11 and K-12 grade college classrooms. In this contribution, we discuss the usefulness of basic elementary, some of the intermediate discrete mathematics for K-11 and K-12 grade colleges. Then we formulate the targets and objectives of this education study. We introduced the discrete mathematics topics such as set theory and their representation, relations, functions, mathematical induction and proof techniques, counting and its underlying principle, probability and its theory and mathematical reasoning. Core of this contribution is proof techniques, counting and mathematical reasoning. Since all these three concepts of discrete mathematics is strongly connected and creates greater impact on students. Moreover, it is potentially useful in their life also out of the college study. We explain the importance, applications in computer science and the comments regarding introduction of such topics in discrete mathematics. Last part of this article provides the theoretical knowledge and practical usability will strengthen the made them understand easily.

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