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Theodore Methochites' Stoicheiosis astronomike and the study of natural philosophy and mathematics in early palaiologan ByzantiumBydén, Börje. January 2003 (has links)
Thesis (doctoral)--Göteborg, 2003. / Includes bibliographical references (p. 476-507) and index.
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Wahrheit und Beweisbarkeit e. Unters. über d. Verhältnis von Denken u. Anschauung in d. Mathematik /Glöckl, Johann, January 1976 (has links)
Habilitationsschrift--Bonn. / Includes bibliographical references (p. 93).
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Theodore Methochites' Stoicheiosis astronomike and the study of natural philosophy and mathematics in early palaiologan ByzantiumBydén, Börje. January 2003 (has links)
Thesis (doctoral)--Göteborg, 2003. / Includes bibliographical references (p. 476-507) and index.
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Wahrheit und Beweisbarkeit e. Unters. über d. Verhältnis von Denken u. Anschauung in d. Mathematik /Glöckl, Johann, January 1976 (has links)
Habilitationsschrift--Bonn. / Includes bibliographical references (p. 93).
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Over congruenties en complexen van kubische ruimtekrommenKol, Johannes Wilhelmus Antonius van. January 1927 (has links)
Thesis--Universiteit te Amsterdam, 1927. / Includes bibliographical references.
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Children, learning, numbers a phenomenographic excursion into first-grade children's arithmetic /Ekeblad, Eva. January 1900 (has links)
Thesis (doctoral)--Göteborgs universitet, 1996. / Thesis statement inserted. Includes bibliographical references (p. 351-370).
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Hipnose as terapeutiese hulpmiddel by Wiskunde-angs / Hypnosis as therapeutic aid with regard to Mathematics anxietyTheron, Gesiena Catharina 11 1900 (has links)
Wiskunde as taal van die wetenskap en tegnologie is een van die weinige vakke wat
spesifiek as voorvereiste vir die bestudering van sekere studierigtings gestel word.
Leerlinge met Wiskunde-angs word verhoed om hul ware potensiaal in Wiskunde te
verwesenlik en word sodoende gediskwalifiseer om hul regmatige plek in die
beroepswereld in te neem. Die doel van hierdie studie was om te bepaal of hipnoterapie
aangewend kan word om Wiskunde-angs tot werkbare vlakke te beperk sodat leerlinge
optimaal in Wiskunde kan presteer. Die aard, oorsake, aanvang, herkenning, verklaring,
gevolge, voorkoms en meting van Wiskunde-angs, die verband daarvan met
Wiskundeprestasie en die hulp wat onderwysers en hulpprogramme kan lewer, is
nagegaan. Daarna is hipnose en hipnoterapie beskou om te bepaal of dit as terapeutiese
hulpmiddel pedagogies verantwoordbaar is. 'n Hipnoterapieprogram is in werking gestel
en daar is bevind dat die proefpersone almal tot 'n mindere of meerdere mate daarby
gebaat het. / Mathematics as the language of science and technology is one of few subjects used as
entrance requirement to certain fields of study. Mathematics anxiety prohibits certain
pupils to reach their full potential in Mathematics and thus to obtain their rightful place
in the world of work. The aim of this study was to determine whether hypnotherapy can
be used to lower Mathematics anxiety levels to such an extend that pupils can optimally
achieve in Mathematics. The nature, causes, extent, recognition, explanation,
consequences, incidence and measurement of Mathematics anxiety, its relationship to
achievement in Mathematics, as well as the help that can be rendered by teachers and
treatment programmes were studied. Hypnotherapy was then examined to determine
whether its use was pedagogically justifiable. A hypnotherapy treatment programme was
introduced which was found to be to some extent beneficial to all the subjects used. / Psychology of Education / M. Ed. (Voorligting)
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Analyticity spaces, trajectory spaces, and linear mappings between themEijndhoven, S. J. L. van January 1983 (has links)
Thesis (doctoral)--Technische Hogeschool Eindhoven, 1983. / Text in English ; summary and vita in Dutch. Includes indexes. Vita. Includes bibliographical references (p. 190-193).
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Die impak van tutoriale op die wiskundeprestasie van studente in eerstejaarswiskunde (Afrikaans)Louw, Cecilia Jacomina 06 May 2004 (has links)
The pass rate in mathematics is unsatisfactory both in South Africa and internationally. Historically disadvantaged students tend to underachieve even more due to a variety of hampering factors. An investigation into the reasons for underachievement in mathematics prompted the researcher to launch a study through which she wanted to remediate some of these identified problems. The research project took place at Technikon Northern Gauteng (TNG), and comprised of the implementation of tutorial sessions. The study was conducted by means of a quasi-experimental design using action research. The primary goal of this dissertation is to report on the process, outcomes and recommendations in order to facilitate improvement in practice. The researcher's overarching hypothesis was that tutorials in mathematics would have a positive effect on the achievement of first year mathematics students at TNG. The following questions were focussed on during the course of the study: ¨ What is the impact of mathematics tutorials on problem-solving abilities and critical thinking? ¨ What is the impact of tutorials on the self-image of the students, with reference to mathematics and mathematics achievement? ¨ What is the impact of tutorials on mathematics achievement? ¨ Which role could tutors play in the creation of role models? ¨ Do students have the need to communicate mathematically in their mother tongue? ¨ How successfully could portfolio assessment be implemented? Quantitative and qualitative data were gathered through a standardised questionnaire, the SOM, a specifically designed, structured questionnaire, observations, focus group interviews, reflective diaries and student records. Some of the findings include: ¨ Historically disadvantaged students § often possess a unsatisfactory study orientation; § apply inefficient time management; § suffer from mathematics anxiety; § do not show a correlation in terms of grade 12 symbols and success at tertiary level § often experience milieu deficit; § do not achieve according to their expectations; and § do not have a learning culture (COLT) at their disposal. ¨ Students generally perceived the tutorials as positive and contributing towards success. The students § did not often speak in their mother tongues; § appreciated the relaxed work tempo; and § utilise the support system of the smaller group. ¨ During the focus group interviews students recognised the following success factors: § regular class attendance; § completion of homework § planning and revision according to a study timetable. ¨ Students shared some personal experiences with the researcher, namely that § the tutorials boosted their self-image and make them willing to ask questions during lectures; § some tutors acted as positive role models; and § the consistent involvement of the lecturer motivated students. The statistical procedures revealed that the students in the experimental group did not perform significantly better than those in the control group, yet that does not diminish the value of the study in any way. The researcher recommends further research in the tertiary mathematics environment in order to empower students. / Dissertation (MEd (Curriculum Studies))--University of Pretoria, 2005. / Curriculum Studies / unrestricted
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Misconceptions of the limit concept in a Mathematics course for Engineering studentsJordaan, Tertia 28 February 2005 (has links)
In this investigation an attempt was made to determine the misconceptions that engineering students have of the idea of a limit. A comprehensive literature study showed that there are a number of common misconceptions that students normally form. The empirical investigation was done in two phases. A questionnaire on the idea of a limit was given to the students during the first phase. During the second phase six interviews were conducted. The findings were grouped according to the nature of a limit and students' views on the relationship between the continuity of a function at a point and the limit at that point. An analysis of these findings led to the identification of the misconceptions that these students have of the idea of a limit. / In hierdie ondersoek is gepoog om die wanbegrippe wat
ingenieursstudente van die limietbegrip vorm, bloot te stel. 'n
Omvattende literatuurstudie het 'n aantal algemene wanbegrippe aan
die lig gebring. Die empiriese ondersoek het in twee fases plaasgevind.
Tydens die eerste fase is 'n vraelys aan die studente gegee in 'n poging
om meer te wete te kom van hulle begrip van 'n limiet. Die vraelys is
opgevolg deur ses onderhoude. Die responsies is gegroepeer in terme
van die aard van 'n limiet en studente se sienings van die kontinuiteit
van 'n funksie by 'n punt en die limiet by daardie punt. Die analisering
van hierdie responsies het die identifisering van 'n aantal wanbegrippe
by hierdie groep studente moontlik gemaak. / Educational Studies / M.Ed. (with specialisation in Mathematics Education)
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