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Mathematics : for chemical students part 1 (Algebra and analytical geometry)

, 1933
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An Algebraic Foundation for Object-Oriented Euclidean Geometry (Innovative Teaching of Mathematics with Geometric Algebra)

An Algebraic Foundation for Object-Oriented Euclidean Geometry (Innovative Teaching of Mathematics with Geometric Algebra)
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INFINITE DIMENSIONAL LIE ALGEBRAS, VERTEX ALGEBRAS AND W-ALGEBRAS(Developments of Cartan Geometry and Related Mathematical Problems)

INFINITE DIMENSIONAL LIE ALGEBRAS, VERTEX ALGEBRAS AND W-ALGEBRAS(Developments of Cartan Geometry and Related Mathematical Problems)
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Algebra and geometry; mathematics or science?

The Mathematics Teacher, 1961
For the nonspecialist in mathematics, which subject makes the greater educational contribution, algebra or geometry?
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Metaphors in Mathematics: Introduction and the Case of Algebraic Geometry

SSRN Electronic Journal, 2009
Analogies play an essential role in Mathematics. George Lakoff and Rafael E. Nunez have shown in 'Where Mathematics Comes From' that our understanding of basic mathematics is deeply linked to our experience of the world. They claim that we understand mathematics throught Conceptual Metaphors between source domains (for example spatial relationships ...
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The role of difficulty and gender in numbers, algebra, geometry and mathematics achievement

AIP Conference Proceedings, 2015
This study aims to identify the role of difficulty and gender in numbers, algebra, geometry and mathematics achievement among secondary schools students in Jordan. The respondent of the study were 337 students from eight public secondary school in Alkoura district by using stratified random sampling. The study comprised of 179 (53%) males and 158 (47%)
Belal Sadiq Hamed Rabab’h, Arsaythamby Veloo, Selvan Perumal   +2 more
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An Experiment Comparing the Efficiency of General Mathematics with Algebra and Geometry

The Mathematics Teacher, 1924
In the fall of 1920, Dr. R. A. Kent, Superintendent of Schools, asked me to conduct an experiment comparing the efficiency of a two-year course in general mathematics with the traditional one-year course in algebra and geometry. We decided to put all students starting mathematics in February, 1921, into general mathematics. There were 63, a few of whom
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