Results 251 to 260 of about 7,741,031 (296)
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2003
Abstract Everyone can and should become proficient in mathematics. Furthermore, to become proficient in mathematics means to build several different—but intertwined—strands of mathematical proficiency (or kinds of mathematical knowledge) that can be used to solve mathematics problems.
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Abstract Everyone can and should become proficient in mathematics. Furthermore, to become proficient in mathematics means to build several different—but intertwined—strands of mathematical proficiency (or kinds of mathematical knowledge) that can be used to solve mathematics problems.
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Designing hypermedia tools for solving problems in mathematics
Computers & Education, 2002Peer ...
José Chamoso Sánchez +3 more
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Mathematics as Problem Solving
2017Contrary to the belief of several mathematicians that philosophy is irrelevant to mathematics, this chapter argues that philosophy is relevant to it, because it may expose the inadequacy of some basic mathematical concepts, it may provide an analysis of some basic mathematical concepts, and may help to formulate new rules of discovery. What is relevant
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Intuition and Visualization in Mathematical Problem Solving
Topoi, 2010zbMATH Open Web Interface contents unavailable due to conflicting licenses.
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Is Mathematics Problem Solving or Theorem Proving?
Foundations of Science, 2015zbMATH Open Web Interface contents unavailable due to conflicting licenses.
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An intermediate representation for mathematical problem solving
1989An intermediate representation for an intelligent tutoring system for elementary combinatorics is presented. The representation appears to satisfy both the requirements for a relevant environment for students' problem solving and for adequate diagnosis of student actions for the domain of interest.
J. F. Koegel +2 more
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Problem solving In Mathematics
Set: Research Information for Teachers, 1997Derek Holton +2 more
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Mathematics as Problem Solving.
The American Mathematical Monthly, 1988Cecil Rousseau, Alexander Soifer
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