Sentence examples for mathematical competencies for from inspiring English sources

Indeed, a report commissioned by the Association of American Medical Colleges (AAMC) and Howard Hughes Medical Institute (HHMI; 2009) has recommended a fresh look, including new mathematical competencies for the preparation of future physicians.

Claudia Neuhauser (University of Minnesota-Rochester [UM-R]), who served on the panel that produced a report commissioned by the AAMC and HHMI (2009), which recommended new mathematical competencies for the preparation of future physicians, is developing curriculum to engage UM-R students in tackling Mayo Clinic's challenging biomedical problems in a project called NUMB3R5 COUNT.

It does not fit into well-known frameworks for mathematical competencies (see, for instance, Kilpatrick et al. 2001; Niss 2015; Niss & Jensen 2002), due to the fact that neither L nor C can naturally be described as corresponding to "competencies'' when taken separately.

Acquired mathematical competencies of engineering students are not in line with the required mathematical competencies of engineers at the workplace (Firouzian et al. 2014).

Specifically, the mathematical competencies of one group of young people were lower after completing the prevocational programme than they were before, whereas another group achieved recognizable improvements in their competencies.

While frameworks for mathematical competencies are clearly important for describing learning goals and measuring learning in schools, a one-sided emphasis on such frameworks may, given their inherent process orientation, tend to lead attention away from the body of knowledge aspect of mathematics.

H6: General cognitive abilities and mathematical competencies are predictive for the physical-technical prior knowledge.

For developing and describing mathematics tests, frameworks for describing mathematical competencies, or mathematical literacy, have played an important role in recent decades (Gardiner 2004).

The test for measuring mathematical competencies was developed and piloted within the framework of this research project in cooperation with the department of mathematics education of the IPN Kielc – for information on this test see Hauck (2012) and Neumann et al. (2014).

Thus, fostering students' mathematical competencies with regard to formalisation and mathematisation provides a solid basis for knowledge building in accounting.

A study by Faulkner et al. (2016) found out that students' mathematical competencies had decreased.