Sentence examples for mathematics and design from inspiring English sources

Marieme was honoured as a Young Global Leader by the World Economic Forum for her activism work in empowering and investing in young girls and women in Africa through Creative learning, entrepreneurship, science, technology, engineering, art, mathematics and Design (STEAMD).

Marieme's latest venture includes the launch of IAMTHECODE, a new movement aiming at mobilising governments, businesses and investors to support girls and young women in STEAMD (Science, Technology, Engineering, Arts, Mathematics, and Design).

What an incredible opportunity it is to attend this camp in its inaugural year and share my passion and talent for Science, Technology, Engineering, Mathematics, Art and Design (STEAM) with like-minded girls from Africa and create possibilities to improve girls' lives, promote gender equality and entrepreneurship, be a global leader, and make a difference!

Second, the design of the kernel concept is developed, and the connexion between the mathematics and this design is established.

We then provide a review of literature on the integration of science and mathematics and the design of online learning environments.

I went on to Webster University, where I got my bachelor's degree in computer science and minors in mathematics and Web design.

This essay is adapted, with permission, from Steven J. Brams, Mathematics and Democracy: Designing Better Voting and Fair-Division Procedures (Princeton University Press, 2008).

He is the author of Game Theory and the Humanities: Bridging Two Worlds (2011) and Mathematics and Democracy: Designing Better Voting and Fair-Division Procedures (2008), among other works.

Based on interval mathematics, convex models and design of experiment, two non-probabilistic methods were proposed.

The methodology provides a promising new direction for harnessing the long-standing developments of classical methods in applied mathematics and mathematical physics to design learning machines with the ability to operate in complex domains without requiring large quantities of data.

Implications for understanding mathematical development and designing early mathematics instruction are discussed.