Catalogue Search | MBRL
Are you sure you want to remove the book from the shelf?
{{itemTitle}}
105,846
result(s) for
"Mathematics problems"
Sort by:
Basic maths practice problems for dummies
Ready to put pencil to paper and brush up on your maths skills? With practice problems and fully workedout solutions, Basic Maths Practice Problems For Dummies, is the perfect revision tool.
Book
Covering Dimension of C-Algebras and 2-Coloured Classification
The authors introduce the concept of finitely coloured equivalence for unital ^*-homomorphisms between \\mathrm C^*-algebras, for which unitary equivalence is the 1-coloured case. They use this notion to classify ^*-homomorphisms from separable, unital, nuclear \\mathrm C^*-algebras into ultrapowers of simple, unital, nuclear, \\mathcal Z-stable \\mathrm C^*-algebras with compact extremal trace space up to 2-coloured equivalence by their behaviour on traces; this is based on a 1-coloured classification theorem for certain order zero maps, also in terms of tracial data. As an application the authors calculate the nuclear dimension of non-AF, simple, separable, unital, nuclear, \\mathcal Z-stable \\mathrm C^*-algebras with compact extremal trace space: it is 1. In the case that the extremal trace space also has finite topological covering dimension, this confirms the remaining open implication of the Toms-Winter conjecture. Inspired by homotopy-rigidity theorems in geometry and topology, the authors derive a \"homotopy equivalence implies isomorphism\" result for large classes of \\mathrm C^*-algebras with finite nuclear dimension.
eBook
The Bounded and Precise Word Problems for Presentations of Groups
We introduce and study the bounded word problem and the precise word problem for groups given by means of generators and defining
relations. For example, for every finitely presented group, the bounded word problem is in
eBook
You can, toucan, math : word problem-solving fun
Math is made fun with the help of some colorful birds.
Book
Addressing the role of working memory in mathematical word-problem solving when designing intervention for struggling learners
The focus of this article is the well documented association between low working memory capacity and difficulty with mathematical word-problem solving. We begin by describing a model that specifies how various cognitive resources, including working memory, contribute to individual differences in word-problem solving and by then summarizing findings on the relation between working memory and word-problem solving. This sets the context for the article’s main purpose and major section: to describe the findings of research studies that take one of two approaches for addressing the needs of students with low working memory within word-problem solving intervention. One approach focuses on
compensating
for working memory limitations; the other on
building
working memory capacity. We then suggest the need for research on integrating the two approaches by embedding working memory training within explicit word-problem solving intervention.
Journal Article
Ready for word problems and problem solving
\"This book explains the steps of reading a problem, making a plan, solving the problem and checking your answer\"--Provided by publisher.
BOOK
Training mathematics teachers for realistic math problems: a case of modeling-based teacher education courses
One important goal of teacher education has been to improve pre-service teachers’ understanding of the connection between real-life events and mathematics. Toward this goal, we designed two mathematics teacher education courses based on the Models-and-Modeling Perspective. This study presents a three-tier modeling investigation of (a) pre-service teachers’ views about characteristics of realistic mathematics problems, and (b) teacher-level skills required to write such problems. A team of researchers analyzed 15 pre-service mathematics teachers’ written artifacts and audio recordings of their discussion by employing the data analysis methods of constructivist grounded theory. In these two modeling-based courses, pre-service teachers completed several modeling cycles, during which they exhibited significant changes in their understandings about the characteristics of realistic problems and the skills that are needed to write–revise–refine such problems. The results thus indicated that modeling-based courses helped pre-service teachers think critically about stereotypical textbook problems, view realistic contexts as a medium through which mathematical ideas could be reasoned, understand the mathematical residuals of lessons involving realistic problems, and attain the skills needed to write and revise such problems. Hence, the modeling perspective provided an effective approach for pre-service mathematics teacher training, ensuring pre-service teachers’ development as they express–test–revise–refine their thinking, understandings, and skills.
Journal Article
The mathematics lover's companion : masterpieces for everyone
In bite-sized chapters that require only high school algebra, [Edward Scheinerman] invites recreational mathematicians and neophytes alike to try their hands at solving mathematical puzzles and provides an engaging and friendly tour of numbers, shapes, and uncertainty. The result is an unforgettable introduction to the fundamentals and pleasures of thinking mathematically.
Book
Word problems in mathematics education: a survey
Word problems are among the most difficult kinds of problems that mathematics learners encounter. Perhaps as a result, they have been the object of a tremendous amount research over the past 50 years. This opening article gives an overview of the research literature on word problem solving, by pointing to a number of major topics, questions, and debates that have dominated the field. After a short introduction, we begin with research that has conceived word problems primarily as problems of comprehension, and we describe the various ways in which this complex comprehension process has been conceived theoretically as well as the empirical evidence supporting different theoretical models. Next we review research that has focused on strategies for actually solving the word problem. Strengths and weaknesses of informal and formal solution strategies—at various levels of learners’ mathematical development (i.e., arithmetic, algebra)—are discussed. Fourth, we address research that thinks of word problems as exercises in complex problem solving, requiring the use of cognitive strategies (heuristics) as well as metacognitive (or self-regulatory) strategies. The fifth section concerns the role of graphical representations in word problem solving. The complex and sometimes surprising results of research on representations—both self-made and externally provided ones—are summarized and discussed. As in many other domains of mathematics learning, word problem solving performance has been shown to be significantly associated with a number of general cognitive resources such as working memory capacity and inhibitory skills. Research focusing on the role of these general cognitive resources is reviewed afterwards. The seventh section discusses research that analyzes the complex relationship between (traditional) word problems and (genuine) mathematical modeling tasks. Generally, this research points to the gap between the artificial word problems learners encounter in their mathematics lessons, on the one hand, and the authentic mathematical modeling situations with which they are confronted in real life, on the other hand. Finally, we review research on the impact of three important elements of the teaching/learning environment on the development of learners’ word problem solving competence: textbooks, software, and teachers. It is shown how each of these three environmental elements may support or hinder the development of learners’ word problem solving competence. With this general overview of international research on the various perspectives on this complex and fascinating kind of mathematical problem, we set the scene for the empirical contributions on word problems that appear in this special issue.
Journal Article