The Mathematical Miscellany and The Cambridge Miscellany of Mathematics: Closely connected attempts to introduce research-level mathematics in America, 1836–1843

Kent, Deborah

doi:10.1016/j.hm.2007.12.001

Cited by 6 publications

(4 citation statements)

References 9 publications

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“…Robert Adrain started another journal, The Mathematical Diary, shortly after the fall of Nash's Diary. This undertaking lasted considerably longer, from 1825 to 1832, likely because of the low difficulty level and thus accessibility it offered [10]. As this brief list shows, mathematical journals in early nineteenth century America were short lived at best, and in this context, The Diary's three years could be considered a respectable run.…”

Section: Conclusion: a Jeffersonian Dreammentioning

confidence: 99%

Analyzing Melatiah Nash and <i>The Ladies and Gentlemen's Diary</i>

Bruce

2015

IJURCA

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Section: Conclusion: a Jeffersonian Dreammentioning

confidence: 99%

Analyzing Melatiah Nash and <i>The Ladies and Gentlemen's Diary</i>

Bruce

2015

IJURCA

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“…En cualquier caso, conviene subrayar que los estudios en el caso español muestran, como en el caso estadounidense 20 , que los diferentes intentos fallidos en la consolidación de revistas matemáticas son de orden socioeconómico: el escaso número de suscriptores -siempre por debajo del centenar -es consecuencia de una incultura matemática general derivada de una instrucción matemática rudimentaria, de la escasez de perspectivas profesionales asociadas a los estudios matemáticos y de la inoperancia de unos poderes públicos desentendidos del desarrollo matemático nacional.…”

Section: El Periodismo Matemático: Un Fenómeno Nacional En Un Contexto Internacionalunclassified

La evolución del periodismo matemático

Martínez

2011

RBHC

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Entre mediados del siglo XIX y mediados del siglo XX, al hilo de los procesos de institucionalización y profesionalización de las matemáticas, se produjo la expansión y consolidación del periodismo matemático como forma de comunicación entre las comunidades matemáticas en el contexto nacional e internacional y a diferentes niveles de especialización. En un marco en el compiten inicialmente cuatro grandes potencias – Francia, Alemania, Gran Bretaña e Italia –, pero todavía carente de una hegemonía consolidada – pese a la fuerte competencia franco-alemana – , otras comunidades periféricas del centro, el norte y el este de Europa, también de América y Asia, consiguen el afianzamiento de sus comunidades matemáticas con sus correspondientes órganos de expresión, un status quo que cambiará dramáticamente con la Segunda Guerra Mundial y la subsiguiente Guerra Fría.

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“…Physics and mathematics are the two most closely related natural rudimentary subjects (Kareem & Hussin, 2013;Kent, 2008). In the study of physics, often need to rely on mathematical rigorous reasoning and argumentation, but also need to use a variety of mathematical methods for investigation, reasoning, calculus, test, discussion, but students often appear in these difficulties (Yopp, 2011).…”

Section: Introductionmentioning

confidence: 99%

Correlation between Mathematics and Physics Achievement of Senior High School Students

Chen

Pereira

et al. 2021

TBW

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Physics and mathematics are the two most closely related natural rudimentary subjects. In the study of physics, often need to rely on mathematical rigorous reasoning and argumentation and need to use a variety of mathematical methods for investigation, reasoning, calculus, test, discussion, but students often appear in these difficulties. To explain the influence of mathematics achievement on physics achievement from the high school mathematics achievement and physics achievement. The results of math and physics in the first semester of 6 classes of senior high school student's grade 12 were selected, and the data were analyzed with SPSS.22 software, and three students of different learning abilities were interviewed in detail. The innovation of this paper lies in the use of hierarchical research methods to compare classes of mathematics achievement and physics achievement. The conclusions are (1) in objective level, there is a positive linear relationship between math achievement and physics achievement; (2) on the subjective level, students accept the view that the performance of mathematics can promote the performance of physics; students' subjective cognition will affect their cognitive structure and learning behavior, to actively seek for the relationship between mathematical knowledge and physical knowledge, and then slowly affect the objective level of students, and then in mathematics and physics performance, and (3) applying mathematical thinking to physics learning can improve the efficiency of learning physics. Use mathematical knowledge of trigonometry to solve the force analysis problem of physical movement. This shows that math scores play a very important role in physics scores. Remind us that in the process of teaching, we should pay attention to the integration of mathematical ideas into physics learning, and help students to learn physics knowledge better with mathematical ideas.

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The Mathematical Miscellany and The Cambridge Miscellany of Mathematics: Closely connected attempts to introduce research-level mathematics in America, 1836–1843

Cited by 6 publications

References 9 publications

Analyzing Melatiah Nash and <i>The Ladies and Gentlemen's Diary</i>

Analyzing Melatiah Nash and <i>The Ladies and Gentlemen's Diary</i>

La evolución del periodismo matemático

Correlation between Mathematics and Physics Achievement of Senior High School Students

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