Sentence examples for mathematical knowledge in from inspiring English sources

The NSRE assesses students' mathematical knowledge in the different content strands of mathematics advocated by the NCTM (see Wiley and Resnick 1997; Briars and Resnick 2000).

To contribute to filling this research gap, we designed and conducted a pretest posttest crossover field experiment with 101 participants at a mathematics exhibition to measure the effect of AR on acquiring and retaining mathematical knowledge in an informal learning environment.

They were the main craftsmen of Seki's project (launched 1683) to record mathematical knowledge in an encyclopaedia.

The research reported here is the social construction of the mathematical knowledge in engineering field in higher education.

Therefore, mathematics teaching in schools must aim to develop mathematical literacy and to enhance each students' ability to use and apply mathematical knowledge in order to solve real life problems or situations.

Mathematical knowledge, in contrast to both historical and philosophical knowledge, may either be gained through the senses or through reason.

It would perhaps have been preferable to mention the degree of mathematical knowledge desirable in the reader; some of the workings given in the earlier portions are detailed, while later portions omit stages in the calculations, and in this way difficulty might be caused to students who seldom use plane and spherical trigonometry.

Purported result (for the HP-er): because HP is analytic, logicism is vindicated; and the mathematical knowledge derived in this way is revealed to be analytic, not synthetic.

If every consistent mathematical theory is true of some universe of mathematical objects, then mathematical knowledge will, in some sense, be easy to obtain: provided that our mathematical theories are consistent, they are guaranteed to be true of some universe of mathematical objects.

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.

We focus on the subject of mathematics because adequate mathematical knowledge is increasingly important in our technology-based society and young children's mathematical development is an important predictor of their later academic achievement and labor market success (Ritchie & Bates, 2013).