Wyniki wyszukiwania - Biblioteka Nauki

1

Application of Mathematics and Statistics in Economics. The 18th International Scientific Conference

100%

Zmyślona B.

Śląski Przegląd Statystyczny

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2016

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nr 14 (20)

229-232

2

Some mathematical aspects of the GPS attitude determination for a ship

72%

Tran Anh Quan T. A.

Prace Wydziału Nawigacyjnego Akademii Morskiej w Gdyni

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2000

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tom Z. 10

100-110

3

A priori a matematika u Berkeleyho

58%

Tomeček M.

Filosofický časopis (Philosophical Journal)

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2014

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tom 62

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nr 3

369-385

EN

According to the Oxford English Dictonary George Berkeley introduced the term a priori into English. His inspiration for this was, it seems, to be found partly in the writings of his immediate predecessors, particularly Pierre Bayle, and partly in his pedagogical work where he adjudicated disputations between his pupils. Some of his arguments against the existence of matter Berkeley tells us are a priori, others a posteriori. Even the a priori arguments are underpinned by prior semantic principles of an anti-abstractionist character, which are shown to be important particularly in the immaterialist philosophy of mathematics. Berkeley's courageously unorthodox, and generally unpublished, thoughts about mathematics thus grow from the same soil as his celebrated denial of matter.

4

Подготовка студентов к осуществлению функциональной пропедевтики в начальном курсе математики средствами моделирования

58%

Гадзаова С. В.

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2013

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tom 9

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nr 4(23)

77-84

EN

The article presents the experience in the area of preparation of future teachers in primary schools for the implementation of functional propaedeutics by using modeling tools. The content and phases of education in the framework of a special course are presented.

5

Znaczenie edukacji matematycznej w humanistyce

58%

Szostek A.

Zagadnienia Filozoficzne w Nauce

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2009

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nr 44

13-24

PL

The topic of the article is the role of the mathematical education in the humanistic education (history, history of literature and art etc.). The author underlines the meaning understanding as the fundamental notion of the humanities. The lack of the understanding perspective leads the humanistic education to the superficial knowledge of facts and dates, always incomplete and not very useful for the grasping of the specific world of the human thinking and motivation. Mathematics, as the only pure formal subject in the Polish school educational program (there is no classes in logic in these schools), can provide the student at least with the three important abilities. Namely, mathematics education improves the imagination of the school-boys and girls (starting with the simple summing up and multiplication operations), deduction (as opposite to funding our convictions only on the opinions) and integrity of the knowledge (it is impossible to comprehend the more advanced mathematics theses with no knowledge of the other, more fundamental parts of it; much the same it is impossible e. g. to comprehend the essence of the historical processes without knowledge of the all important elements of them). However, what is needed in the school program in mathematics is some information about the more advanced mathematical theories and its applications to the other kinds of science (mathematics in cosmology, fractal theory, topology), These theories cannot be presented completely on this stage of education, yet can improve the imagination of the young men and help them to recognize the meaning of the mathematics for the understanding of the whole world, its structure and dynamism.

6

Phenomenological Ideas in the Philosophy of Mathematics. From Husserl to Gödel

58%

Bedürftig T. , Murawski R.

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nr 2

33-50

EN

The paper is devoted to phenomenological ideas in conceptions of modern philosophy of mathematics. Views of Husserl, Weyl, Becker and Gödel will be discussed and analysed. The aim of the paper is to show the influence of phenomenological ideas on the philosophical conceptions concerning mathematics. We shall start by indicating the attachment of Edmund Husserl to mathematics and by presenting the main points of his philosophy of mathematics. Next, works of two philosophers who attempted to apply Husserl’s phenomenological ideas to the philosophy of mathematics, namely Hermann Weyl and Oskar Becker, will be briefly discussed. Lastly, the connections between Husserl’s ideas and the philosophy of mathematics of Kurt Gödel will be studied.

7

Affine completeness of some free binary algebras

58%

Arnold A. , Cégielski P. , Guessarian I.

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tom Vol. 186, nr 1-4

27--44

EN

A function on an algebra is congruence preserving if, for any congruence, it maps pairs of congruent elements onto pairs of congruent elements. An algebra is said to be affine complete if every congruence preserving function is a polynomial function. We show that the algebra of (possibly empty) binary trees whose leaves are labeled by letters of an alphabet containing at least one letter, and the free monoid on an alphabet containing at least two letters are affine complete.

8

Nauczycielskie atrybucje zdolności do matematyki uczniów i uczennic

58%

Turska D. , Oszwa U.

Kwartalnik Pedagogiczny

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2017

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tom 62(2 (244))

25-40

PL

The present study tested the hypothesis that gender differentiates teachers’ attributions of students’ ability to learn mathematics. Mathematics teachers in secondary schools (n = 120) completed the Polish versions of Ability Attribution Scale (AAS) and Gender Stereotypes Scale (GSS), by J. Tiedemann (2002). AAS concerned the assessment of students (n = 720), both boys and girls with low, average and high scores in mathematics. GSS assessed the degree of teacher’s acceptance of the stereotypical belief that mathematics is the domain of men. There has been an empirically attained relationship between the teachers’ belief that mathematics is a male domain and the attribution asymmetry, detrimental for the female students.

9

Ogólne uwagi o matematyce i statystyce stosowanej

58%

Bajorski P.

Mathematica Applicanda

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2014

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tom Vol. 42 (Cogitationes collectae)

45--47

PL

Z zainteresowaniem przeczytałem ciekawe głosy w obecnej dyskusji o zastosowaniach matematyki. Idea „powołania” matematyki czy statystyki stosowanej (MSS) jako osobnych dziedzin (w jakimś tam sensie) podoba mi się. Jeden aspekt który wydaje mi się pomocny jest rozpatrzenie poziomu ogólności danej dziedziny. W matematyce oczekuje się ogólnych twierdzeń, ale w wielu innych naukach, np. w biologii, pracuje się nad bardzo szczegółowymi zagadnieniami, np. jakieś bardzo konkretne procesy biochemiczne. Wiele dziedzin fizyki też ma stosunkowo małe możliwości uogólniania, np. fizyka materiałów. To jest jeszcze bardziej widoczne w naukach inżynierskich. Badanie rzeczywistych procesów wymaga szczegółów, które często jest bardzo trudno lub nie da się uogólnić na inne procesy. MSS są właśnie w takiej sytuacji, gdzie te szczegóły są niezbędne, a zatem wyniki są mniej ogólne. Zatem MSS należy rozpatrywać jako dziedzinę pomiędzy matematyką a innymi naukami które są jeszcze bardziej szczegółowe (oczywiście nic w tym odkrywczego). Konkretny przykład to statystyczne planowanie eksperymentów, które jest bardzo teoretyczne z punktu widzenia ludzi prowadzących eksperymenty, ale nie tak teoretyczne dla matematyków.

EN

I have read with great interest a recent discussion about an idea of recognizing applied mathematics and statistics (AMS) as disciplines separate from mathematics within the organizational structure of the Polish Academy of Sciences. This seems to me an appealing idea, since the criteria for excellence in AMS are different from those in pure or theoretical mathematics. One aspect to consider here is the level of generality of results in a given discipline. In mathematics, we expect very general theorems, but in many other disciplines, we prefer results that apply to very specific situations. For example, in biology, we might be interested in very specific biochemical processes. Many areas of physics may also have few opportunities for generalization when properties of materials are considered, such as in material physics. This is even more obvious in engineering sciences. Investigation of real physical processes requires details, which are difficult or impossible to generalize to other processes. AMS are exactly in such a situation, where those details are necessary and the results tend to be less general. Hence, AMS should be considered as a discipline between mathematics and other sciences, which are even more specific in their treatment of a given problem. One specific example is the statistical experimental design, which extracts some more general aspects of experiments and is viewed as very theoretical by practitioners performing experiments, but not so theoretical by mathematicians.

10

Report from the philosophical workshop organized by The Lvov–Warsaw School Research Center and Kazimierz Twardowski Philosophical Society of Lviv

58%

Grądzka E.

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nr 71

131-152

EN

Between 11–14 February 2021 the first international Philosophical Workshop organized by The Lvov–Warsaw School Research Center (LWSRC) and Kazimierz Twardowski Philosophical Society of Lviv (KTPSL) took place in the on–line version due to the ongoing COVID–19 pandemic. The working languages of the event were Polish, Ukrainian and English. The coordinators’ goal was to refer to the tradition of seminar of Kazimierz Twardowski, who was not only a distinguished philosopher but also a great educator, to stimulate interest and support for the young generation of researchers into the heritage of the Lvov–Warsaw School (LWS). It is claimed that due to Twardowski’s unprecedented didactical engagement he managed to upbring dozens of Professors like Kazimierz Ajdukiewicz, Stefan Baley, Leopold Blaustein, Tadeusz Czeżowski, Izydora Dąmbska, Tadeusz Kotarbiński, tanisław Leśniewski, Jan Łukasiewicz, Władysław Witwicki.

11

Mathematics: What’s spatial, what’s not

58%

Arlinghaus W. C.

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nr 4

12

The mirror of science

58%

Biernacki M. , Smoluk A.

Mathematical Economics

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2018

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nr 14(21)

5-18

EN

Mathematics is a family of theories; there is an interpretation of every science of the physical world in the corresponding mathematical structure. Hence, mathematics is the mirror of science in its entirety.

13

Matematyczna socjalizacja poznawcza a kulturowe funkcjonowanie jednostki

58%

Kalinowska A.

Kwartalnik Pedagogiczny

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2015

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nr 3(237)

53-73

EN

In the era of universal mathematics education in the civilised world and a general ability to perform calculations, the size of social awkwardness in maths is surprising. Despite the fact that mathematics is considered a vital part of the “rational man power”, a lot of people have a kind of “mathemaphobia” – mainly developed by the school. The specificity of each area of knowledge is the source of the impact of hidden content in different but intersecting areas of an individual. In the social sciences they are more associated with the filtering of information on the wider social relations, while science is an area of cognitive interactions directed towards nature. The teaching of mathematics, as well as other subjects at school, brings a certain message as part of the hidden curriculum.

14

Teaching Statistics in the Background of Teaching Mathematics

58%

Felda D. , Bon Klanjšček M.

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tom 48

65-75

EN

In math classes solving statistical tasks by using procedures which the student learned by heart is usually used. The authors, thus encouraged learning and teaching statistics on the basis of realistic problems and problem situations, so that the student gets to know statistical concepts within the experience of resolving a real-life problem situation. With this approach to learning and teaching statistics, students acquired a better knowledge and were able to grasp, interpret and make critical evaluations of the statistical information, which was confirmed by the experiment that involved 269 first-grade high school students.

15

Self-Assessment Ability of Pre-Service Teachers

58%

Podgoršek M. , Lipovec A.

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tom 48

213-223

EN

Knowing one’s own level of knowledge is an important characteristic of an individual. It enables individuals to objectively evaluate their abilities and properly adapt to their advantages and disadvantages. In this paper, we present the results of the empirical research, where pre-service teacher students had to perform self-assessment after their seminars and mathematics classroom performance. We compared their self-assessments to their teachers’ assess- ments. Results show that the students’ self-assessments on average deviate from their teachers’ assessments. We also noticed that the Dunning-Kruger effect is present both for seminars and mathematics classroom performance. The students that received low assessment scores from their teacher provided too high self-assessment scores.

16

Reflections on the Formation of a Child’s Mathematical Culture at the Beginning of School Maturity

58%

Makiewicz M. , Michalak K.

Journal of Education, Technology and Computer Science

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2021

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tom 12

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nr 2(32)

34-44

EN

The authors of the article discuss the issue of mathematical culture concerning the education of the youngest participants of the educational system – children, in the course of preschool and school education in grades 1–3. The authors also refer to the problem of developing the mathematical culture of the school pupil, in the perspective of the transformation of the Polish educational system, challenges connected with modern education and its transformation on the national area.

17

Metody badawcze w obszarze polemologii

58%

Krupa M.

Zeszyty Naukowe Uniwersytetu Ekonomicznego w Krakowie

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2013

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nr 903

17-34

EN

The research focuses on a phenomenon with a political, cultural and sociological nature – war. One purpose of my research is to link this phenomenon with the economy. The wider purpose is to raise political science and sociology to a higher level of analysis with the aim of reducing and unifying the social sciences to a stricter level of analysis. This research objective uses the example of war, and enlists mathematical instruments associated not only with the business cycle. Tests are performed on the example of the U.S. business cycle and that country’s military activity. The research shows the reciprocal relationship of these events, the state of the U.S. economy, determined by variations in the parameters of the national income and related to a growing propensity for military activity, which in turn, as the research shows, reduces the number of wars on a global scale. Other aspects of the paper include a description of the history of the research process, the phenomenon of war and issues and problems from the philosophy of science.

18

Statystyka w archeologii, czyli dlaczego nie trzeba bać się liczb

58%

Rajpold W.

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nr 42

113-139

EN

The great motorway research and construction investments have brought and are still bringing a huge set of new data. In 2019 alone, one million new archaeological artefacts were sourced. Therefore, there is a problem of systematic and comprehensive development of the obtained sources, in which statistics may be helpful. The article introduces selected statistical methods and shows examples of their use. It focuses on their usefulness in archaeological research, and thus it may become a boost for their wider use in the development of archaeological sources.

19

Thibault and Science I. Measure, Distances and Proportions in the Circle

58%

Majár J. , Várhelyi Z.

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tom 2

|

nr 1

67-104

EN

In this paper we investigate the basic mathematical and philosophical tool of Gérard Thibault d’Anvers, the Circle. One of our main goals was to describe the Circle with coordinate geometry, and to estimate the rate of accuracy of his work. Furthermore, we also wanted to test the statements made by Thibault in his fencing manual, Academy of the Sword [Thibault, 1630; Greer, 2005]. To do this, we compared his observations and calculations with the results of available modern day and historical anthropometrical data sets. Based on our results, we also want to give some practical information about Thibault system for the fencers who study his art in our time.

20

Changing the Manner of Teaching Mathematics in the Pandemic Era as a Chance to Reduce School Failures

58%

Remża P.

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nr 4(134)

258-275

EN

This text contributes to the debate on the change in the way of teaching mathematics as it responds to the shifts caused by the transition to distance learning during the pandemic. The author analyses the conclusions of contemporary publications and international research alongside teaching experiences related to various aspects of the functioning of mathematics teachers, the efficacy and quality of their work as well as the issue of their education and improvement. In the course of literature research, probing questions on the pandemic-era school failures occurring in mathematics have clearly highlighted inequalities in the education system. The author analyses the application of ICT in distance learning, which has significantly stimulated processes and phenomena linked to the functioning of an individual in schooling. The time of the pandemic has exposed the shortcomings of the Polish education system and necessitated reflection on the future of Polish schooling. When the magnitude of failures in mathematics does not decrease but remains constant, it is imperative that the reason why it is the leading subject of school failures is determined. Therefore, it is important to establish the new role of the mathematics teacher in the process of changes prompted by distance learning.