https://www.bibsonomy.org/tag/mathsBibSonomy RSS Feed for /tag/mathshttps://pubmed.ncbi.nlm.nih.gov/27589091/davidbruchmaier2026-07-15T11:41:17+02:00maths <a itemprop="url" data-versiondate="2026-07-15T11:41:17+02:00" href="https://pubmed.ncbi.nlm.nih.gov/27589091/" rel="nofollow" class="description-link">https://pubmed.ncbi.nlm.nih.gov/27589091/</a>Desmos Studio offers free graphing, scientific, 3d, and geometry calculators used globally. Access our tools, partner with us, or explore examples for inspiration.https://www.desmos.com/koka2026-06-13T00:23:41+02:00graph maths tools useful visualization <span itemprop="description">Desmos Studio offers free graphing, scientific, 3d, and geometry calculators used globally. Access our tools, partner with us, or explore examples for inspiration.</span>https://plato.stanford.edu/entries/deleuze/gameovercite2021-08-03T14:10:46+02:00biology critical-theory history maths philosophy <a itemprop="url" data-versiondate="2021-08-03T14:10:46+02:00" href="https://plato.stanford.edu/entries/deleuze/" rel="nofollow" class="description-link">https://plato.stanford.edu/entries/deleuze/</a>https://macrotypography.blogspot.com/2016/02/vatican-euclid-online.htmlgameovercite2021-08-01T12:42:51+02:00critical-theory diagrams discovery history maths politics religion <a itemprop="url" data-versiondate="2021-08-01T12:42:51+02:00" href="https://macrotypography.blogspot.com/2016/02/vatican-euclid-online.html" rel="nofollow" class="description-link">https://macrotypography.blogspot.com/2016/02/vatican-euclid-online.html</a>https://web.archive.org/web/19971210213331/http://lavarand.sgi.com/faq.htmlgameovercite2021-07-06T09:45:09+02:00anecdotal-figures maths number-theory randomness <a itemprop="url" data-versiondate="2021-07-06T09:45:09+02:00" href="https://web.archive.org/web/19971210213331/http://lavarand.sgi.com/faq.html" rel="nofollow" class="description-link">https://web.archive.org/web/19971210213331/http://lavarand.sgi.com/faq.html</a>https://www.gutenberg.org/files/16775/16775-h/16775-h.htmgameovercite2021-07-06T09:21:59+02:00anecdotal-figures fourier heat maths sci-hist <a itemprop="url" data-versiondate="2021-07-06T09:21:59+02:00" href="https://www.gutenberg.org/files/16775/16775-h/16775-h.htm" rel="nofollow" class="description-link">https://www.gutenberg.org/files/16775/16775-h/16775-h.htm</a>https://noahgolmant.com/writings/derivationsunivariatemultivariate.pdfannakrause2021-05-10T09:46:32+02:00maths multivariatenormaldistribution <a itemprop="url" data-versiondate="2021-05-10T09:46:32+02:00" href="https://noahgolmant.com/writings/derivationsunivariatemultivariate.pdf" rel="nofollow" class="description-link">https://noahgolmant.com/writings/derivationsunivariatemultivariate.pdf</a>https://www.mathcha.io/yish2020-05-07T10:58:46+02:00editor expression free mathematics maths online <a itemprop="url" data-versiondate="2020-05-07T10:58:46+02:00" href="https://www.mathcha.io/" rel="nofollow" class="description-link">https://www.mathcha.io/</a>http://www.3dprintmath.com/yish2019-05-15T10:08:15+02:003dprinter mathematics maths visualization <a itemprop="url" data-versiondate="2019-05-15T10:08:15+02:00" href="http://www.3dprintmath.com/" rel="nofollow" class="description-link">http://www.3dprintmath.com/</a>http://www.fosteringmathpractices.com/yish2019-02-11T13:48:25+01:00mathematics maths pedagogical practices teaching פרקטיקות פרקטל <a itemprop="url" data-versiondate="2019-02-11T13:48:25+01:00" href="http://www.fosteringmathpractices.com/" rel="nofollow" class="description-link">http://www.fosteringmathpractices.com/</a>https://turtletoy.net/yish2018-12-30T09:25:44+01:00art code fractals graphics maths online turtle <a itemprop="url" data-versiondate="2018-12-30T09:25:44+01:00" href="https://turtletoy.net/" rel="nofollow" class="description-link">https://turtletoy.net/</a>https://www.teachermagazine.com.au/article/global-teacher-prize-david-calle?utm_source=Campaign%20Monitor&utm_medium=bulletin&utm_content=June%206%202017yish2017-06-06T11:01:08+02:00education learning maths teaching video <a itemprop="url" data-versiondate="2017-06-06T11:01:08+02:00" href="https://www.teachermagazine.com.au/article/global-teacher-prize-david-calle?utm_source=Campaign%20Monitor&amp;utm_medium=bulletin&amp;utm_content=June%206%202017" rel="nofollow" class="description-link">https://www.teachermagazine.com.au/article/global-teacher-prize-david-calle?utm_source=Campaign%20Monitor&amp;utm_medium=bulletin&amp;utm_content=June%206%202017</a>http://hbpms.blogspot.com.es/hprop2017-01-01T22:25:03+01:00bibliography maths <a itemprop="url" data-versiondate="2017-01-01T22:25:03+01:00" href="http://hbpms.blogspot.com.es/" rel="nofollow" class="description-link">http://hbpms.blogspot.com.es/</a>https://github.com/ystael/chicago-ug-math-bibhprop2017-01-01T21:50:28+01:00bibliography maths <a itemprop="url" data-versiondate="2017-01-01T21:50:28+01:00" href="https://github.com/ystael/chicago-ug-math-bib" rel="nofollow" class="description-link">https://github.com/ystael/chicago-ug-math-bib</a>This study examined the question, ‘What is the impact of a digital math intervention on secondary ELL students’ mathematical capabilities and perceptions of their future possibilities?’ The hypothesis was that through its direct effect on increasing students’ math ability and its indirect effect on increasing students’ perceived math self-efficacy, the digital intervention affects students’ perceptions of their functionings and future possibilities. A path analysis, with qualitative data nested into the design, was used to analyze the conceptualized relationships. The study was conducted with 50 ninth-and-10thgrade Hispanic students in a Colorado high school, over 6 months. The primary finding was that through its direct effect on increasing students’ math ability and its indirect effect on increasing students’ perceived math self-efficacy, the digital intervention improved students’ perceptions of their functionings and future possibilities. What this study specifically underscores is the importance of taking a coherent and purposeful approach toward the design of digital student-directed educational technology, especially for ELL students who may have specific learning needs. http://ac.els-cdn.com.libezproxy.open.ac.uk/S0360131511002739/1-s2.0-S0360131511002739-main.pdf?_tid=2e5c0d4c-cb45-11e6-a047-00000aacb362&acdnat=1482741047_be25cf01a5f067ba85f8fc95b5c15469sandra.b2016-12-26T09:32:16+01:00ESL Math Mathematics Maths digital multimodal self-efficacy technology <span itemprop="description">This study examined the question, ‘What is the impact of a digital math intervention on secondary ELL students’ mathematical capabilities and perceptions of their future possibilities?’ The hypothesis was that through its direct effect on increasing students’ math ability and its indirect effect on increasing students’ perceived math self-efficacy, the digital intervention affects students’ perceptions of their functionings and future possibilities. A path analysis, with qualitative data nested into the design, was used to analyze the conceptualized relationships. The study was conducted with 50 ninth-and-10thgrade Hispanic students in a Colorado high school, over 6 months. The primary finding was that through its direct effect on increasing students’ math ability and its indirect effect on increasing students’ perceived math self-efficacy, the digital intervention improved students’ perceptions of their functionings and future possibilities. What this study specifically underscores is the importance of taking a coherent and purposeful approach toward the design of digital student-directed educational technology, especially for ELL students who may have specific learning needs. </span>http://www.jstor.org.libezproxy.open.ac.uk/stable/pdf/10.5951/jresematheduc.46.4.0378.pdftm3532016-11-08T19:43:39+01:00e_852 functionallinguitsics groupwork maths <a itemprop="url" data-versiondate="2016-11-08T19:43:39+01:00" href="http://www.jstor.org.libezproxy.open.ac.uk/stable/pdf/10.5951/jresematheduc.46.4.0378.pdf" rel="nofollow" class="description-link">http://www.jstor.org.libezproxy.open.ac.uk/stable/pdf/10.5951/jresematheduc.46.4.0378.pdf</a>http://ymath.haifa.ac.il/?option=com_content&view=article&id=239&Itemid=51yish2016-11-06T09:31:20+01:00education hebrew maths papers translations מאמרים מתמטיקה עברית <a itemprop="url" data-versiondate="2016-11-06T09:31:20+01:00" href="http://ymath.haifa.ac.il/?option=com_content&amp;view=article&amp;id=239&amp;Itemid=51" rel="nofollow" class="description-link">http://ymath.haifa.ac.il/?option=com_content&amp;view=article&amp;id=239&amp;Itemid=51</a>This article details how to learn advanced undergraduate level mathematics solely from self-study via textbooks, lecture notes and videos found on the internet.https://www.quantstart.com/articles/How-to-Learn-Advanced-Mathematics-Without-Heading-to-University-Part-3hprop2016-09-06T00:10:00+02:00biblio maths <span itemprop="description">This article details how to learn advanced undergraduate level mathematics solely from self-study via textbooks, lecture notes and videos found on the internet.</span>This article details how to learn advanced undergraduate level mathematics solely from self-study via textbooks, lecture notes and videos found on the internet.https://www.quantstart.com/articles/How-to-Learn-Advanced-Mathematics-Without-Heading-to-University-Part-2hprop2016-09-06T00:09:39+02:00biblio maths <span itemprop="description">This article details how to learn advanced undergraduate level mathematics solely from self-study via textbooks, lecture notes and videos found on the internet.</span>HOW TO LEARN ADVANCED MATHEMATICS WITHOUT HEADING TO UNIVERSITY - PART 1https://www.quantstart.com/articles/How-to-Learn-Advanced-Mathematics-Without-Heading-to-University-Part-1hprop2016-09-06T00:09:09+02:00biblio maths <span itemprop="description">HOW TO LEARN ADVANCED MATHEMATICS WITHOUT HEADING TO UNIVERSITY - PART 1</span>