The first mathematics textbook printed in Moldavia. Elementi aritmetice arătate firești (Iași, 1795)

The first mathematics textbook printed in Moldavia (Iași, 1795) was not sufficiently examined, although the translation offers us valuable information on the Italian influence on the Romanian language and a precious linguistic material as regards both the configuration of the Romanian literary language in Moldavia at the end of the 18th century and the constitution of mathematical terminology. The linguistic material excerpted reflects phonetic and morphologic norms specific of the author’s dialect, sometimes going beyond the criteria illustrated by the local tradition, especially in the morphosyntax field. The lack of a terminological tradition is to be observed in the high number of un-adapted terms, semantic loans and old terms. Amfilohie’s intense activity of translating from Italian (the scholar being a genuine forerunner of the Italianate movement in Moldavia) is proof of the depths of the cultural contacts with the western world, resulting in the intensification of the renewing of the Romanian vocabulary by assimilating Latin-Romance borrowings in general and Italian ones, in particular.

The Development of Mathematics and Soft Skills at the Graduate Level through Project- Based Learning in Times of COVID-19

The objective of the research was to analyse the development of mathematical competences and soft skills in graduate students through the implementation of the Project-Based Learning methodology in times of COVID-19. The type of study used was a quantitative methodology with a descriptive scope. The instrument used to obtain the information was a questionnaire based on a five-point Likert scale. The main results were that the participants developed the mathematical competences of using mathematical terminology, formulating and estimating the quantitative model. The soft skills developed were time management, collaborative work, self-regulation and decision-making.

Integration in Teaching Mathematics and a Foreign Language at Schools

This work considers the integrated teaching of mathematics and a foreign language as a process of strengthening interdisciplinary connections. Modern education presupposes the formation of a comprehensively developed personality capable of competing in conditions of varying complexity. Inter disciplinary approach allows you to create such conditions for the development of a multifaceted and successful personality. The main task of the work is the selection of a certain mathematical terminology (according to the themes of the school curriculum), its translation into English and the creation of guidelines for teachers, which reflect the basic principles, methods and techniques of organizing integrated activities. The practical part contains mathematical problems and examples that allow you to work out the lexical material in practical application. It is assumed that the study of mathematics in a foreign language will deepen the knowledge of students in both subject areas and will contribute to the development of thinking, mental flexibility and creativity

An Introduction to Linear Mixed-Effects Modeling in R

This Tutorial serves as both an approachable theoretical introduction to mixed-effects modeling and a practical introduction to how to implement mixed-effects models in R. The intended audience is researchers who have some basic statistical knowledge, but little or no experience implementing mixed-effects models in R using their own data. In an attempt to increase the accessibility of this Tutorial, I deliberately avoid using mathematical terminology beyond what a student would learn in a standard graduate-level statistics course, but I reference articles and textbooks that provide more detail for interested readers. This Tutorial includes snippets of R code throughout; the data and R script used to build the models described in the text are available via OSF at https://osf.io/v6qag/ , so readers can follow along if they wish. The goal of this practical introduction is to provide researchers with the tools they need to begin implementing mixed-effects models in their own research.

Oblique explicit wave solutions of the fractional biological population (BP) and equal width (EW) models

This research uses the extended exp-$( -\varphi(\vartheta ) ) $ ( − φ ( ϑ ) ) -expansion and the Jacobi elliptical function methods to obtain a fashionable explicit format for solutions to the fragmented biological population and the same width models that depict popular logistics because of deaths or births. In mathematical terminology, the linear, hyperbolic, and trigonometric equation solutions that have been found describe several innovative aspects from the two models. Sketching these solutions in different types is used to give them more details. The accuracy and performance of the method adopted show their ability to be applied to various nonlinear developmental equations.

Triggering language and maths anxiety in non-medical prescribing students

Maths anxiety is a debilitating fear of mathematics, which often stems from early learning experiences. Despite their ability to confidently perform complex numerical tasks, such as drug calculations, as an intrinsic part of their role, health professionals often disclose experiencing maths anxiety. Health professionals who have returned to education to study non-medical prescribing are required to undertake a numeracy exam, which can trigger symptoms of maths anxiety. This study explores the use of language in teaching and learning numeracy with non-medical prescribing students, and identifies that use of terminology more closely aligned with health professionals' language results in lower levels of anxiety than using school-like mathematical terminology. The findings of this study can be used to inform supportive teaching practices for health professional educational courses that have a numeracy component.

An introduction to linear mixed effects modeling in R

This tutorial serves as both an approachable theoretical introduction to mixed effects modeling and a practical introduction to how to implement these models in R. The intended audience is any researcher who has some basic statistical knowledge, but little or no experience implementing mixed effects models in R using their own data. In an attempt to increase the accessibility of this paper, I deliberately avoid using mathematical terminology beyond what a student would learn in a standard graduate-level statistics course, but I reference articles and textbooks that provide more detail for interested readers. This tutorial includes snippets of R code throughout, as well as the data and R script used to build the models described in the text so readers can follow along if they wish. The goal of this practical introduction is to provide researchers with the tools they need to begin implementing mixed models in their own research.

Predecessors of A. S. Shishkov at the Naval Cadet Corps

Despite the extensive literature on A. S. Shishkov’s linguistic views, the question of their sources has not yet been resolved. This article considers Shishkov’s views on language in the context of the cultural atmosphere in the Naval Cadet Corps in St. Petersburg. The upbringing of future marine officers was strongly influenced by the English naval science, which, apparently, left its mark on the cultural life of the Corps. In the last quarter of the 18th century, the Corps was dominated not by the Gallomania inherent in Russian high society, but by traditionalist views. An example of such traditionalism is the attitude of the Corps inspector V. V. Nikitin and his assistant P. I. Suvorov, who taught mathematics and a number of other disciplines, toward language. They put their linguistic views into practice in their two textbooks on mathematics — Euclidean elements and Two books of trigonometry where they translated all mathematical terminology into Russian. Moreover, they expounded their views in the introduction to the Euclidean elements. Based on the materials of the Russian State Naval Archive, the article traces the complex publishing history of these textbooks and their further fate. For over ten years, from the first half of the 1780s to the mid-1790s, Nikitin and Suvorov were spreading their linguistic views through their math textbooks and while teaching cadets. Shishkov, who served and taught at the Naval Cadet Corps in the 1770–1780s, was undoubtedly familiar with these views. Some features of his point of view on language suggest that it could be influenced by the linguistic views of his colleagues from the Naval Cadet Corps.