Sentence examples for mathematical knowledge and from inspiring English sources

The PTs were very excited to witness improvement in their students' mathematical knowledge and confidence solving mathematics problems.

Her recent research focuses on: teacher professional development, instructional coaching, teacher evaluation, changes over time in teachers' mathematical knowledge and instructional quality in mathematics, and the teacher experiences and characteristics that lead to high-quality instruction and stronger student outcomes.

For example, Hill et al. (2005) found that teachers' pedagogical content knowledge, the specialized mathematical knowledge and skills used in teaching mathematics, were positively associated with gains in students' mathematical achievement over time.

She draws connections and comparisons to Mesopotamian mathematics, examines which individuals in Egyptian society held mathematical knowledge, and considers which scribes were trained in mathematical ideas and why.

They became the high priests and witch doctors and spiritual leaders of their people, and they continued to develop their secret mathematical knowledge, and their successors grew more and more proficient at mathematics and astronomy, and more and more daring in their navigation.

Increasingly, as the article shows, businesses demand workers with mathematical knowledge and specialized technological skills.

Investigations of problems posed by learners and teachers in classrooms have provided insight into the relationships between mathematical knowledge, skills, and processes (Chen et al. 2011; Stickles 2011; Kılıç 2013; Van Harpen and Presmeg 2013).

The proposed methods and techniques make use of general methodologies developed in Mathematical Knowledge Management and take into account the special features of geometry.

Utilization of these techniques seems to be difficult, requiring advanced mathematical knowledge (Karande and Chakraborty 2012a).

Through such work they become familiar with terms like "best-fit curve" or "outlying result" and use their mathematical knowledge about polynomials and functions (Kocijančič and Jamsek, 2004; Šorgo and Kocijančič, 2004).

Her research focuses on the ways in which prospective and in-service mathematics teachers use history of mathematics in teaching, the ways in which the study of history of mathematics informs teachers' mathematical knowledge for teaching, and the impact of primary historical sources in undergraduate mathematics education.