Vidinli Huseyin Tevfik Pasha's triplets in history of mathematics

Konyalıoğlu, Alper Cihan; Işık, Ahmet; Kaplan, Abdullah; Hizarci, Seyfullah; Durkaya, Merve

doi:10.1016/j.sbspro.2011.04.411

Cited by 2 publications

(1 citation statement)

References 3 publications

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“…He was sent as a deputy director of the Osmaniye School in Paris in 1868, at the same time, he was assigned to conduct a research on ballistic and rifle manufacturing. He was admitted to the university in Paris to improve his mathematical knowledge during this period and published articles for two years during his stay there and participated in scientific meetings (Konyalioglu, Isik, Kaplan, Hizarci, & Durkaya, 2017).…”

Section: Huseyin Tevfik Pasha (1832-1901)mentioning

confidence: 99%

Ottoman Mathematicians and Astronomers

Abdullayeva¹

2018

SUET

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Section: Huseyin Tevfik Pasha (1832-1901)mentioning

confidence: 99%

Ottoman Mathematicians and Astronomers

Abdullayeva¹

2018

SUET

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Number sequence as a context for creating a mathematical problem

Prihartiwi

Siswono

Kohar

et al. 2019

J. Phys.: Conf. Ser.

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Creating a problem is one cognitive process of Bloom’s taxonomy. By making a problem and the answer on their own, causes students to understand more complex context problems. Applying number sequence challenges students to apply higher-order thinking skills and emphasize exploration, investigation, conjecture, and generalization. From the previous explanation, the purpose of this study is to explore the ability of students in creating mathematical problems in the context of numbers based on the ‘degree of reality’ and based on innovation on mathematics problems. This descriptive explorative study is collected from 24 prospective mathematics teachers that consist of 4 males and 20 females in a university. All students have to answer one question about creating word problems related to number sequence and the answer. Those problems then were analyzed and categorized based on the modification of innovation on mathematics problems by Vistro-Yu and based on ‘degree of reality’ by de Lange. The result of this study, modification is the most emerging technique among all, and the least are addition and replacement. Based on ‘degree of reality,’ only one-fourth of the number of students successful in creating a camouflage context. This result leads to only forth of the number of students successful in creating word problems. The implication of this study is the choice of students in making questions at least provides an overview of the highest level of difficulty, according to students. In mathematics learning, the lecturer should plan assessments and evaluations that need to be developed to build students’ abilities to make mathematics as a whole by connecting subjects in mathematics and to make mathematics more relevant to reality.

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Vidinli Huseyin Tevfik Pasha's triplets in history of mathematics

Cited by 2 publications

References 3 publications

Ottoman Mathematicians and Astronomers

Ottoman Mathematicians and Astronomers

Number sequence as a context for creating a mathematical problem

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