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

|

tom Z. 10

100-110

3

Widzialne i niewidzialne piękno matematyki

72%

Makiewicz M.

e-mentor

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2016

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nr 4 (66)

4-12

EN

The article deals with a beauty of mathematics as a phenomenon, which can be approached both from the aesthetic and intellectual levels. It has been illustrated by the series of photographs which are visual representations of the selected mathematical objects. The aim of the paper is to outline chosen aspects of perception and understanding of the aesthetics of mathematics in the context of photographic exemplification of concepts and patterns. All presented photographs have been taken by the participants of International Photography Competition Mathematics in Focus. The competition is organized regularly since 2010 by the University of Szczecin, Poland. Its popularity is growing systematically, what is reflected in the number of participants submitting their works: in 2010 there were 400 people who participated in the competition whereas in 2015 the total amount of them surpassed 8000. The gallery of all awarded works can be viewed at: http://www.mwo.usz.edu.pl/galeria-prac-nagrodzonych.

4

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

58%

Remża P.

Kultura i Edukacja

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2021

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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.

5

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.

6

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.

7

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

58%

Гадзаова С. В.

Problemy Wczesnej Edukacji

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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.

8

Affine completeness of some free binary algebras

58%

Arnold A. , Cégielski P. , Guessarian I.

Fundamenta Informaticae

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2022

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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.

9

Mathematics: What’s spatial, what’s not

58%

Arlinghaus W. C.

Quaestiones Geographicae

|

2015

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tom 34

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nr 4

10

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.

11

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.

12

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.

13

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.

14

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

58%

Grądzka E.

Zagadnienia Filozoficzne w Nauce

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2021

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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.

15

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.

16

Self-Assessment Ability of Pre-Service Teachers

58%

Podgoršek M. , Lipovec A.

The New Educational Review

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2017

|

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.

17

Teaching Statistics in the Background of Teaching Mathematics

58%

Felda D. , Bon Klanjšček M.

The New Educational Review

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2017

|

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.

18

Five Theories of Reasoning:

58%

Pease A. , Aberdein A.

Logic and Logical Philosophy

|

2011

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tom 20

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nr 1-2

7-57

EN

The last century has seen many disciplines place a greater prior- ity on understanding how people reason in a particular domain, and several illuminating theories of informal logic and argumentation have been devel- oped. Perhaps owing to their diverse backgrounds, there are several con- nections and overlapping ideas between the theories, which appear to have been overlooked. We focus on Peirce’s development of abductive reasoning [39], Toulmin’s argumentation layout [52], Lakatos’s theory of reasoning in mathematics [23], Pollock’s notions of counterexample [44], and argumen- tation schemes constructed by Walton et al. [54], and explore some connec- tions between, as well as within, the theories. For instance, we investigate Peirce’s abduction to deal with surprising situations in mathematics, rep- resent Pollock’s examples in terms of Toulmin’s layout, discuss connections between Toulmin’s layout and Walton’s argumentation schemes, and sug- gest new argumentation schemes to cover the sort of reasoning that Lakatos describes, in which arguments may be accepted as faulty, but revised, rather than being accepted or rejected. We also consider how such theories may apply to reasoning in mathematics: in particular, we aim to build on ideas such as Dove’s [13], which help to show ways in which the work of Lakatos fits into the informal reasoning community.

19

Piękno i estetyka w matematyce

58%

Melosik Z.

Studia Edukacyjne

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2021

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nr 60

103-112

EN

The article is devoted to the concept of beauty and aesthetics in mathematics. It first analyses the assumptions of rationality and objectivity of mathematics. In the second part, the article addresses the beauty and aesthetics in mathematical thinking and indicates profound skepticism in their validity. It likewise reconstructs the aesthetic dimension of Einstein’s theory. At the end, the author considers his own approach to aesthetics of theory in social sciences.

20

Metody badawcze w obszarze polemologii

58%

Krupa M.

Zeszyty Naukowe Uniwersytetu Ekonomicznego w Krakowie

|

2013

|

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.