Popularization Of Mathematics Research Articles

Use of Real-World Contexts in Instructional Materials Designed by Pre-University Mathematics Teachers

Pre-university education in Singapore serves as a bridge between secondary and university education. Despite its importance and the popularity of mathematics as a subject, few studies have been conducted on Singapore pre-university mathematics. We also notice that problems in real-world contexts have been increasingly emphasised in the Singapore mathematics curriculum. In this paper, we study the infusion of real-world contexts in the instructional materials of a typical pre-university institution, with a focus on the topic of vectors. The word problems used in the instructional materials involving real-world contexts are categorised into neutral contexts and basic real-life experiences, and the benefits of utilising these problems are discussed. The benefits include the potential to raise students’ awareness that mathematics can be used as a resource to solve real-world problems or explain real-world phenomena. The alignment of these word problems to the Singapore mathematics curriculum and 21st Century Competencies is also discussed.

Campus Entrepreneurship Service with Batik and Mathematical Ornaments

The popularization of mathematics and the downstream of research in entrepreneurship is still very rare in universities. Therefore, the purpose of community service is to create campus entrepreneurial activities that popularize mathematics as research downstream. The used method is by preparing object-identifying designs and making products that contain and use these designs in the form of various items known to the public such as batik, accessories, souvenirs, and ornaments. Activities for socialization are carried out by participating in various exhibitions, and competitions and providing training to school students. Likewise, social media such as Instagram, YouTube, and Shopee are also marketing media. In 2022, partnerships with several restaurants and shops were used to expand marketing. In the last 3 years, significant results have been obtained in popularizing mathematics due to community service activities in the form of campus entrepreneurship in the Campus Intellectual Product Business Development Program scheme from the Indonesian government. The public can easily find products called Batik Innovation Mathematics (Batima) and Ornament Decorative of Mathematics (Odema) in the campus area, social media, Malioboro Mall Jogjakarta, and several restaurants in Salatiga.

The mathematics approaches in the analysis of mathematics syllabuses similarities among Japanese and Bosnia and Herzegovina universities

The goal of our research is improvement of mathematics curriculum and popularization of mathematics among students of economics in developing countries. We analyze and compare curricula of pure mathematics courses that are taught to university students of faculties of economics in Japan and in Bosnia and Herzegovina. Data set contains math syllabuses in 2021/22 school year from six public universities in Bosnia and Herzegovina and seven from Japan. The text corpus was pre-processed and then the Term Frequency – Inverse Document Frequency algorithm, and Sentence Transformed Multi QA model were applied to build word vectors, find the similarity among Japanese and Bosnia and Herzegovina mathematics syllabuses using cosine similarity approach, and to find the key competences of these two countries mathematics syllabuses using the word cloud. Our results show the following similarity between the curricula: 60.7 percent using TF-IDF and 80.3 percent using Multi QA model. The key competences in the Japanese mathematics course are narrow and focused, in contrast to Bosnia and Herzegovina’s.

Teaching Process and Emotional Reactions in Mathematics

Teachers are increasingly required to have mathematical subject knowledge described as lists of facts, skills and competencies. Different emotional reactions are present in the classroom every day. Emotional reactions are most often divided into positive and negative, and negative emotional reactions are most often related to the evaluation process. Teaching mathematics at all stages and levels of education is often a challenge for students. It is known that mathematics is not very popular and one often hears this misconception: "common sense and mathematics do not go together". Unfortunately, statements such as "not for me", "I don't know math" and "my mom is not a mathematician" can often be heard from students. The popularity of mathematics is on the scale of less popular subjects in schools, although teachers are forcing the teaching of mathematics, and even the curriculum offers more math classes than some other subjects.

Balancing Entertainment and Learning in the Popularization of Mathematics: The Seven Light Bulbs Problem

Balancing Entertainment and Learning in the Popularization of Mathematics: The Seven Light Bulbs Problem

Hua Loo-Keng’s Popularization of Mathematics and the Cultural Revolution

Before 1966, Chinese mathematician Hua Loo-Keng had singled out "Two Methods" as a way to truly applied and useful mathematics. The Overall Planning Method, based on the Critical Path Method widely used in USA, mostly appealed to middle and upper management. This limited its spread during the Cultural Revolution. The Optimum Selection Method, also of US origin, was more mass-oriented and ready for popularization. Nevertheless, Hua met resistance from leftist radicals, whose ideological objections sprang from an underlying power struggle. Hua built popularization teams, mostly from talented younger people whose careers were disrupted by the Cultural Revolution, and thus opened a path for many of them to important roles in China's scientific infrastructure after 1976. Hua Loo-Keng's efforts, while interrupted during the Cultural Revolution and the subsequent political campaigns, were also helped by the populist ethos of the movement, and by the lack of other non-political endeavors at that time. In this sense, the Cultural Revolution gave Hua Loo-Keng's popularization its importance and long-term impact.

The Laboratory of Mathematical Machines: Exhibitions, Educational Research and Sessions for Students

In this paper, we present the different kinds of activity involving the Laboratory of Mathematical Machines of the University of Modena e Reggio Emilia and its collection of instruments, the mathematical machines. They are copies of historical instruments, constructed with an educational aim but also used in the popularization of mathematics.

NUMBɜRS: The Intersection between Mathematics and Hollywood is Not Empty

(2005). NUMBɜRS: The Intersection between Mathematics and Hollywood is Not Empty. Math Horizons: Vol. 13, No. 1, pp. 10-12.

The teachings of hua loo-keng: A challenge today?

This article has been written to draw the attention of the international community of scientists once more to the work and life of the great Chinese mathematician Hua Loo-Keng. He led the mathematical sciences in China through a period of great political turmoil, reoriented matematical research, and above all put a great effort into the popularization of mathematics. In mass campaigns he taught hundreds of thousands of Chinese workers how to apply simple mathematical methods in their daily work. This article focuses on Hua's teaching of mathematics to the masses rather than on his theoretical work. We believe that he merits further attention for a variety of reasons. First, his life and work illustrate the interaction between science and political development. It is a two-way interaction. His work on applied mathematics was influenced very much by social and political developments in the People's Republic of China, and at the same time his work influenced the political processes. The interaction between socio-political development and science is still an important issue, although the debate on this issue seems to have faded into the background. What determines the development of science and the agenda for research? The tremendous problems faced by humanity, such as degradation of environment or development problems, may require much more conscious choices of direction in scientific activities. The life and work of Hua Loo-Keng reveal the far-reaching consequence of the choices he made, choices which were not evident and remain debatable. A second theme is this. There exists a persistent prejudice among mathematicians that only pure mathematics requires the highest level of intellectual creativity, and that application of mathematics in practice is of a lower standard, not a challenge for real scientists. Hua's work on the application of mathematics in the real world displays much creativity and intellectual power. Last but not least, we have tried to illustrate what type of applications Hua dealt with during the mass campaigns, and to discuss critically the merits of his approach. We start with a survey of Hua's life and work in the context of China's political developments. In "Some Nec36 THE MATHEMATICAL INTELL[GENCER VOL. 16, NO. 3 (D 1994 Springer-Verlag New York essary Conditions" we try to explain why Hua Loo-Keng was so successful in his mass campaigns. The following section illustrates Hua's teaching during the mass campaigns. We end with an evaluation of the lessons that can be drawn from his life and work, in both industrialized and developing countries. Here use will be made of one of the authors' experiences in Africa.

ICMI-Study Series: The popularization of mathematics.

ICMI-Study Series: The popularization of mathematics.

Soundoff: Our New Colleagues

With the resurgent popularity of mathematics teaching today, all of us who interact with student or beginning teachers have a special opportunity to make substantial changes in schools.

The Ladies' Diary or Woman's Almanack, 1704–1841

The existence of the Ladies' Diary or the Woman's Almanack, an 18th century English magazine devoted largely to problems and puzzles in mathematics, indicates that stereotypes about the inability of women to understand and enjoy mathematics were less strongly believed in the 18th century than they are today. The beginning of the Ladies' Diary coincides with the popularization of mathematics and the growth of mathematical literacy. However, as mathematical literacy spread in response to developing technology's requirements for more mathematically sophisticated workers, women, not part of this need, were left behind. This effect is reflected in the decline in the number of women contributors over the life of the publication.

DIFFERENCES IN SCHOOL MEANS ON THE COLLEGE BOARD'S EXPERIMENTAL TESTS OF DEVELOPED ABILITY

ABSTRACTAn earlier Bulletin (RB‐57‐14) reported relationships between the College Board's experimental Tests of Developed Abilities and the home and school experiences of seniors at 41 secondary schools. This Bulletin is a further report on the same data; it shows that differences in mean aptitude of the students as measured by SAT‐V and SAT‐M do not account for the differences found between schools on the experimental test scores. Correlations of the tests with popularity of courses in the schools and techniques of instruction are presented with SAT‐V and SAT‐M partialled out. Popularity of science courses, especially chemistry, is associated with higher school means on the science tests than would be predicted on the basis of SAT alone. Number of students at a school taking American History in the senior year is highly related to the school's mean on the social studies tests, but the number taking other social studies courses is not related. Popularity of mathematics, language, music, and art courses tends to be negatively related to school means on the social studies tests. Certain study techniques in the social studies seem to be related to high social studies test scores for boys but not for girls. Public school students (who were also College Board candidates) did a little better on the tests than private school students.

O popularisaci matematiky

O popularisaci matematiky

Postwar Education: A Lesson in Planning

my. Unless some framework is provided whereby nations can work together in comparative harmony, it seems generally agreed that appropriations for a peace conference are rather pointless. There is an analogy here with our educational experts and their susceptibility to power politics, as played by the agents of the subject areas which make up the program of study in general education. It is extremely important that school administrators recognize and understand this analogy and plan accordingly. As an illustration, take the case of mathematics. (Any one of several traditional offerings could have been chosen.) Prior to the United States' entry into the war, the popularity of mathematics as a high-school subject was not too great. The parties responsible for this condition included school administrators; curriculum specialists; and educational psychologists, philosophers, and sociologists. The attitude of these groups toward mathematics stemmed from their acceptance of a philosophy of education firmly rooted in empiricism and in organismic psychology. Out of this alignment of thinking came the conviction that mathematicians were too much

The Nature and Place of Objectives in Teaching Geometry

Mathematics in competition with other school subjects.—Up to the year 1910 the popularity of mathematics in the high schools of this country was on the increase. Not only was the number of pupils taking mathematics growing but, there was also a constant gain in the percentage of pupils in mathematics. In 1910 more than half of the pupils took algebra and about one-third took plane geometry. The increase took place in the face of a great deal of adverse criticism which often amounted to attacks on the subject.

Let's Check the Hypothesis

It is quite generally recognized that, while the world needs mathematics more and more, the schools teach it less and less. The principal reasons offered to explain the loss of popularity of mathematics as a school subject are that it is badly taught and that the teaching materials are poorly selected. The chief values claimed for mathematics by its supporters are its utility and its preeminence as a mode of thought.