Search results for 'Mathematical analysis Study and teaching' (try it on Scholar)

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  1. Despina A. Stylianou, Maria L. Blanton & Eric J. Knuth (eds.) (2009). Teaching and Learning Proof Across the Grades: A K-16 Perspective. Routledge.score: 474.0
    Collectively these essays inform educators and researchers at different grade levels about the teaching and learning of proof at each level and, thus, help ...
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  2. William M. O'Fallon, Richard I. Walker & H. Robert Van Der Vaart (1971). The Study of Granulocyte Kinetics by Mathematical Analysis of DNA Labelling. Acta Biotheoretica 20 (3-4).score: 427.5
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  3. Marvin R. G. Schiller (2013). Granularity Analysis for Mathematical Proofs. Topics in Cognitive Science 5 (2):251-269.score: 318.0
    Mathematical proofs generally allow for various levels of detail and conciseness, such that they can be adapted for a particular audience or purpose. Using automated reasoning approaches for teaching proof construction in mathematics presupposes that the step size of proofs in such a system is appropriate within the teaching context. This work proposes a framework that supports the granularity analysis of mathematical proofs, to be used in the automated assessment of students' proof attempts and for (...)
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  4. Philip J. Davis (1995). The Companion Guide to the Mathematical Experience, Study Edition. Birkhäuser.score: 304.5
  5. Jonathan E. Adler (1991). Critical Thinking, A Deflated Defense: A Critical Study of John E. McPeck's Teaching Critical Thinking: Dialogue and Dialectic. Informal Logic 13 (2).score: 279.0
    A critical study of McPeck's recent book, in which he strengthens and develops his arguments against teaching critical thinking (CT). Accepting McPeck's basic claim that there is no unitary skill of reasoning or thinking, I argue that his strictures on CT courses or programs do not follow. I set out what I consider the proper justification that programs in CT have to meet, and argue both that McPeck demands much more than is required, and also that it is (...)
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  6. Theresa Gurl (2011). A Model for Incorporating Lesson Study Into the Student Teaching Placement: What Worked and What Did Not? Educational Studies 37 (5):523-528.score: 264.0
    This article describes a model for incorporating lesson study into the student teaching placement and reports on the success of the implementation of such a model with student teachers and their cooperating teachers (CTs). Student teachers had the opportunity to discuss many important ideas with each other and their CTs, including ?big ideas? of mathematics, and the anticipation of student questions and possible responses. Student teachers also had a built?in opportunity for peer observation on a regular basis and (...)
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  7. V. V. Cifarelli & V. Sevim (2014). Examining the Role of Re-Presentation in Mathematical Problem Solving: An Application of Ernst von Glasersfeld's Conceptual Analysis. Constructivist Foundations 9 (3):360-369.score: 261.0
    Context: The paper utilizes a conceptual analysis to examine the development of abstract conceptual structures in mathematical problem solving. In so doing, we address two questions: 1. How have the ideas of RC influenced our own educational theory? and 2. How has our application of the ideas of RC helped to improve our understanding of the connection between teaching practice and students’ learning processes? Problem: The paper documents how Ernst von Glasersfeld’s view of mental representation can be (...)
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  8. Fred Dyke (2005). Teaching Ethical Analysis in Environmental Management Decisions: A Process-Oriented Approach. Science and Engineering Ethics 11 (4):659-669.score: 249.0
    The general public and environmental policy makers often perceive management actions of environmental managers as science, when such actions are, in fact, value judgments about when to intervene in natural processes. The choice of action requires ethical as well as scientific analysis because managers must choose a normative outcome to direct their intervention. I examine a management case study involving prescribed burning of sagebrush (Artemisia tridentata) communities in south-central Montana (USA) to illustrate how to teach students to ethically (...)
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  9. Fred Van Dyke (2005). Teaching Ethical Analysis in Environmental Management Decisions: A Process-Oriented Approach. Science and Engineering Ethics 11 (4):659-669.score: 249.0
    The general public and environmental policy makers often perceive management actions of environmental managers as “science,” when such actions are, in fact, value judgments about when to intervene in natural processes. The choice of action requires ethical as well as scientific analysis because managers must choose a normative outcome to direct their intervention. I examine a management case study involving prescribed burning of sagebrush (Artemisia tridentata) communities in south-central Montana (USA) to illustrate how to teach students to ethically (...)
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  10. Hans-Jürgen Engfer (1983). Philosophy as Analysis. Studies of the Development of Philosophical Conceptions of Analysis as Influenced by Mathematical Methodology in the 17th and Early 18th Centuries. [REVIEW] Philosophy and History 16 (2):107-108.score: 222.5
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  11. Iris Loeb & Roski (2014). The Transition From Formula-Centered to Concept-Centered Analysis Bolzano's Purely Analytic Proof. As a Case Study. Philosophia Scientiæ 18-1:113-129.score: 220.5
    In the 18th and 19th centuries two transitions took place in the development of mathematical analysis: a shift from the geometric approach to the formula-centered approach, followed by a shift from the formula-centered approach to the concept-centered approach. We identify, on the basis of Bolzano's Purely Analytic Proof [Bolzano 1817], the ways in which Bolzano's approach can be said to be concept-centered. Moreover, we conclude that Bolzano's attitude towards the geometric approach on the one hand and the formula-centered (...)
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  12. Cris Baxter & William Anthony (1987). Informality in Teaching, and Richmond Work‐Study, Language and Mathematics Scores. Educational Studies 13 (2):179-185.score: 218.0
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  13. Kajsa Bråting (2012). Ambiguities of Fundamental Concepts in Mathematical Analysis During the Mid-Nineteenth Century. Foundations of Science 17 (4):301-320.score: 216.0
    In this paper we consider the major development of mathematical analysis during the mid-nineteenth century. On the basis of Jahnke’s (Hist Math 20(3):265–284, 1993 ) distinction between considering mathematics as an empirical science based on time and space and considering mathematics as a purely conceptual science we discuss the Swedish nineteenth century mathematician E.G. Björling’s general view of real- and complexvalued functions. We argue that Björling had a tendency to sometimes consider mathematical objects in a naturalistic way. (...)
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  14. Moshé Machover (1993). The Place of Nonstandard Analysis in Mathematics and in Mathematics Teaching. British Journal for the Philosophy of Science 44 (2):205-212.score: 215.0
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  15. David S. G. Stirling (2009). Mathematical Analysis and Proof. Horwood Pub..score: 213.0
    This fundamental and straightforward text addresses a weakness observed among present-day students, namely a lack of familiarity with formal proof. Beginning with the idea of mathematical proof and the need for it, associated technical and logical skills are developed with care and then brought to bear on the core material of analysis in such a lucid presentation that the development reads naturally and in a straightforward progression. Retaining the core text, the second edition has additional worked examples which (...)
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  16. Sophie Roux (2010). Forms of Mathematization (14th-17th Centuries). Early Science and Medicine 15 (4):319-337.score: 212.0
    According to a grand narrative that long ago ceased to be told, there was a seventeenth century Scientific Revolution, during which a few heroes conquered nature thanks to mathematics. This grand narrative began with the exhibition of quantitative laws that these heroes, Galileo and Newton for example, had disclosed: the law of falling bodies, according to which the speed of a falling body is proportional to the square of the time that has elapsed since the beginning of its fall; the (...)
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  17. Chi-Hong Kim (2010). Ŏnŏ Ŭi Simch'ŭng Kwa Ŏnŏ Kyoyuk: Deep Inside Language: Applications for Language Teaching. Kyŏngjin.score: 207.0
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  18. Nigel Warburton (2004). Philosophy: The Essential Study Guide. Routledge.score: 198.0
    Philosophy: The Essential Study Guide is a compact and straightforward guide to the skills needed to study philosophy, aimed at anyone coming to the subject for the first time or just looking to improve their performance. Nigel Warburton, bestselling author of Philosophy: The Basics , clarifies what is expected of students and offers strategies and guidance to help them make effective use of their study time and improve their marks. The four main skills covered by the book (...)
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  19. Willis Moore (1969). A Pioneer Study of the Teaching of Philosophy in the High School. Journal of Critical Analysis 1 (3):216-218.score: 189.0
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  20. M. Denny (2006). Children's Perception of Science: An Analysis of the Notion of Infallibility in the Coverage of Evolution in 'Textbooks' and Some Other Teaching Materials. Educational Studies 9 (2):93-103.score: 186.0
    (1983). Children's Perception of Science: an analysis of the notion of infallibility in the coverage of evolution in ‘textbooks’ and some other teaching materials. Educational Studies: Vol. 9, No. 2, pp. 93-103.
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  21. Linda Tapsell (2000). Using Applied Conversation Analysis to Teach Novice Dietitians History Taking Skills. Human Studies 23 (3):281-307.score: 181.5
    This paper presents an applied approach to conversation analysis in a setting comprising student dietitians and patients attending an outpatient clinic for heart disease and related disorders. In the first phase of the study interactions involving students deemed competent by supervisors were closely examined for distinctive configurations which could be attributed to satisfactory entry level practice. Reference was made to studies in similar settings and a particular emphasis was placed on the narrative structure for producing the diet history (...)
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  22. Nicolas Fillion & Robert M. Corless (2014). On the Epistemological Analysis of Modeling and Computational Error in the Mathematical Sciences. Synthese 191 (7):1451-1467.score: 174.0
    Interest in the computational aspects of modeling has been steadily growing in philosophy of science. This paper aims to advance the discussion by articulating the way in which modeling and computational errors are related and by explaining the significance of error management strategies for the rational reconstruction of scientific practice. To this end, we first characterize the role and nature of modeling error in relation to a recipe for model construction known as Euler’s recipe. We then describe a general model (...)
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  23. Elisabeth Albertini (2013). A Descriptive Analysis of Environmental Disclosure: A Longitudinal Study of French Companies. Journal of Business Ethics:1-22.score: 174.0
    For the last 15 years, companies have extensively increased their environmental disclosure relative to their environmental strategy in response to institutional pressures. Based on a computerized content analysis of the annual reports of the 55 largest French industrial companies, we describe environmental disclosure with respect to the different strategies implemented by companies over a period of 6 years. The results show that environmental disclosure becomes more and more technical and precise for all the companies. Environmental innovations are presented as (...)
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  24. Robert Thomas (2002). Idea Analysis of Algebraic Groups: A Critical Comment on George Lakoff and Rafael Núñez's Where Mathematics Comes From. Philosophical Psychology 15 (2):185 – 195.score: 171.0
    The study that George Lakoff and Rafael Núñez call "idea analysis" and begin in their recent book Where mathematics comes from is intended to dissect mathematical concepts into their metaphorical parts, where metaphor is used in the cognitive-science sense promoted by Lakoff and Mark Johnson in Metaphors we live by and subsequent works by each of them and together. Lakoff and Núñez's analysis of the (modern) algebraic concept of group is based on the attribution to contemporary (...)
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  25. Sanford Shieh (2009). Teaching & Learning Guide For: Frege on Definitions. Philosophy Compass 4 (5):885-888.score: 168.0
    Three clusters of philosophically significant issues arise from Frege's discussions of definitions. First, Frege criticizes the definitions of mathematicians of his day, especially those of Weierstrass and Hilbert. Second, central to Frege's philosophical discussion and technical execution of logicism is the so-called Hume's Principle, considered in The Foundations of Arithmetic . Some varieties of neo-Fregean logicism are based on taking this principle as a contextual definition of the operator 'the number of …', and criticisms of such neo-Fregean programs sometimes appeal (...)
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  26. Tom Børsen, Avan N. Antia & Mirjam Sophia Glessmer (2013). A Case Study of Teaching Social Responsibility to Doctoral Students in the Climate Sciences. Science and Engineering Ethics 19 (4):1491-1504.score: 168.0
    The need to make young scientists aware of their social responsibilities is widely acknowledged, although the question of how to actually do it has so far gained limited attention. A 2-day workshop entitled “Prepared for social responsibility?” attended by doctoral students from multiple disciplines in climate science, was targeted at the perceived needs of the participants and employed a format that took them through three stages of ethics education: sensitization, information and empowerment. The workshop aimed at preparing doctoral students to (...)
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  27. John Mahoney (1990). Teaching Business Ethics in the Uk, Europe, and the Usa: A Comparative Study. Athlone Press.score: 168.0
     
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  28. Vasco Brattka & Guido Gherardi (2011). Effective Choice and Boundedness Principles in Computable Analysis. Bulletin of Symbolic Logic 17 (1):73-117.score: 162.0
    In this paper we study a new approach to classify mathematical theorems according to their computational content. Basically, we are asking the question which theorems can be continuously or computably transferred into each other? For this purpose theorems are considered via their realizers which are operations with certain input and output data. The technical tool to express continuous or computable relations between such operations is Weihrauch reducibility and the partially ordered degree structure induced by it. We have identified (...)
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  29. G. C. Smith (1983). Boole's Annotations on 'the Mathematical Analysis of Logic'. History and Philosophy of Logic 4 (1-2):27-39.score: 162.0
    George Boole collected ideas for the improvement of his Mathematical analysis of logic(1847) on interleaved copies of that work. Some of the notes on the interleaves are merely minor changes in explanation. Others amount to considerable extension of method in his mathematical approach to logic. In particular, he developed his technique in solving simultaneous elective equations and handling hypotheticals and elective functions. These notes and extensions provided a source for his later book Laws of thought(1854).
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  30. Maurice Joseph Burke (ed.) (2008). Navigating Through Reasoning and Proof in Grades 9-12. National Council of Teachers of Mathematics.score: 162.0
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  31. Zoltan P. Dienes (1966). Learning Logic, Logical Games. [New York]Herder and Herder.score: 162.0
     
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  32. Kirsten Malmkjær & John Williams (eds.) (1998). Context in Language Learning and Language Understanding. Cambridge University Press.score: 162.0
    The papers in this volume represent the views of a range of experts in a variety of language-related disciplines on the role which context plays in language learning and language understanding. The authors provide various theoretical constructs which help impose order on the apparent chaos of contextual factors which may have an influence on the production and comprehension of speech events. They focus on a variety of types of context, including the context established by different speech communities, interpersonal contexts, the (...)
     
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  33. Clas Olander (2010). Towards an Interlanguage of Biological Evolution: Exploring Students' Talk and Writing as an Arena for Sense-Making. Acta Universitatis Gothoburgensis, Distribution.score: 162.0
     
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  34. William H. Hay (1965). On Green's Analysis of Teaching. Studies in Philosophy and Education 4 (2):254-263.score: 160.5
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  35. C. A. Jimenez (forthcoming). Mathematical Analysis and Analytical Science. Boston Studies in the Philosophy of Science.score: 160.5
     
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  36. Thomas Mormann, Mathematical Aspects of Similarity and Quasi-Analysis - Order, Topology, and Sheaves.score: 159.0
    The concept of similarity has had a rather mixed reputation in philosophy and the sciences. On the one hand, philosophers such as Goodman and Quine emphasized the „logically repugnant“ and „insidious“ character of the concept of similarity that allegedly renders it inaccessible for a proper logical analysis. On the other hand, a philosopher such as Carnap assigned a central role to similarity in his constitutional theory. Moreover, the importance and perhaps even indispensibility of the concept of similarity for many (...)
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  37. Franco Fabbro Barbara Tomasino, Sara Fregona, Miran Skrap (2012). Meditation-Related Activations Are Modulated by the Practices Needed to Obtain It and by the Expertise: An ALE Meta-Analysis Study. Frontiers in Human Neuroscience 6.score: 159.0
    The brain network governing meditation has been studied using a variety of meditation practices and techniques practices eliciting different cognitive processes (e.g., silence, attention to own body, sense of joy, mantras, etc.). It is very possible that different practices of meditation are subserved by largely, if not entirely, disparate brain networks. This assumption was tested by conducting an activation likelihood estimation (ALE) meta-analysis of meditation neuroimaging studies, which assessed 150 activation foci from 24 experiments. Different ALE meta-analyses were carried (...)
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  38. H. G. Callaway (1993). Context for Meaning and Analysis, A Critical Study in the Philosophy of Language. Rodopi.score: 157.0
    This book provides a concise overview, with excellent historical and systematic coverage, of the problems of the philosophy of language in the analytic tradition. Howard Callaway explains and explores the relation of language to the philosophy of mind and culture, to the theory of knowledge, and to ontology. He places the question of linguistic meaning at the center of his investigations. The teachings of authors who have become classics in the field, including Frege, Russell, Carnap, Quine, Davidson, and Putnam are (...)
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  39. Geoffrey Hellman (2006). Mathematical Pluralism: The Case of Smooth Infinitesimal Analysis. [REVIEW] Journal of Philosophical Logic 35 (6):621 - 651.score: 156.0
    A remarkable development in twentieth-century mathematics is smooth infinitesimal analysis ('SIA'), introducing nilsquare and nilpotent infinitesimals, recovering the bulk of scientifically applicable classical analysis ('CA') without resort to the method of limits. Formally, however, unlike Robinsonian 'nonstandard analysis', SIA conflicts with CA, deriving, e.g., 'not every quantity is either = 0 or not = 0.' Internally, consistency is maintained by using intuitionistic logic (without the law of excluded middle). This paper examines problems of interpretation resulting from this (...)
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  40. David P. Billington (2006). Teaching Ethics in Engineering Education Through Historical Analysis. Science and Engineering Ethics 12 (2):205-222.score: 156.0
    The goal of this paper is to stress the significance of ethics for engineering education and to illustrate how it can be brought into the mainstream of higher education in a natural way that is integrated with the teaching objectives of enriching the core meaning of engineering. Everyone will agree that the practicing engineer should be virtuous, should be a good colleague, and should use professional understanding for the common good. But these injunctions to virtue do not reach closely (...)
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  41. Philip J. Davis (1995/1982). The Mathematical Experience. Birkhäuser.score: 156.0
    Presents general information about meteorology, weather, and climate and includes more than thirty activities to help study these topics, including making a ...
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  42. Jon Reast, François Maon, Adam Lindgreen & Joëlle Vanhamme (2013). Legitimacy-Seeking Organizational Strategies in Controversial Industries: A Case Study Analysis and a Bidimensional Model. Journal of Business Ethics 118 (1):139-153.score: 156.0
    Controversial industry sectors, such as alcohol, gambling, and tobacco, though long-established, suffer organizational legitimacy problems. The authors consider various strategies used to seek organizational legitimacy in the U.K. casino gambling market. The findings are based on a detailed, multistakeholder case study pertaining to a failed bid for a regional supercasino. They suggest four generic strategies for seeking organizational legitimacy in this highly complex context: construing, earning, bargaining, and capturing, as well as pathways that combine these strategies. The case (...) and proposed bidimensional model of generic legitimacy-seeking strategies contribute to limited literature on organizational legitimacy in controversial industry sectors. In addition, beyond organizations active in controversial contexts, this study and its implications are useful for individuals and organizations supporting or opposing the organizational legitimacy of organizations in controversial industries. (shrink)
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  43. Alessandro Salvini, Elena Faccio, Giuseppe Mininni, Diego Romaioli, Sabrina Cipolletta & Gianluca Castelnuovo (2012). Change in Psychotherapy: A Dialogical Analysis Single-Case Study of a Patient with Bulimia Nervosa. Frontiers in Psychology 3.score: 156.0
    Starting from the critical review of various motivational frameworks of change that have been applied to the study of eating disorders, the present paper provides an alternative conceptualization of the change in psychotherapy presenting a single case study. We analysed six psychotherapeutic conversations with a bulimic patient and found out narratives “for” and “against” change. We read them in terms of tension between dominance and exchange in I-positions, as described by Hermans. These results indicate that the dialogical (...) of clinical discourse may be a useful method to investigate change from the beginning to the end of therapy. (shrink)
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  44. Kerry Lee & Swee Fong Ng (2011). Neuroscience and the Teaching of Mathematics. Educational Philosophy and Theory 43 (1):81-86.score: 155.0
    Much of the neuroimaging research has focused on how mathematical operations are performed. Although this body of research has provided insight for the refinement of pedagogy, there are very few neuroimaging studies on how mathematical operations should be taught. In this article, we describe the teaching of algebra in Singapore schools and the imperatives that led us to develop two neuroimaging studies that examined questions of curricular concerns. One of the challenges was to condense issues from classrooms (...)
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  45. Deni Elliott (2007). Ethics in the First Person: A Guide to Teaching and Learning Practical Ethics. Rowman & Littlefield Publishers.score: 153.0
    Practical ethics in context -- Teaching and learning ethics in an ethical environment -- Aspirations, activities, and assessment -- The theoretical toolkit -- Systematic case analysis -- Relativism and moral development -- A bridge across cultures.
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  46. Lavinia Betea (2010). The Woman in the Communist Regime. Meta-Analysis About a Gender Study. Journal for the Study of Religions and Ideologies 5 (14):31-40.score: 150.0
    From the perspective of meta-analysis done in a qualitative structure, the study puts forward an inventory of the communist regime studies in the following ways: 1. The re-evaluation of the social ideology-propaganda-practice relationship of the equality between sexes in the communist regime. 2. The contextualization and the evolution of the social representations of a woman's role. 3. The effects of some political decisions, which can count as aggressiveness of a state towards its citizens (770/1966 Decree).
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  47. C. J. B. Macmillan (1968). Concepts of Teaching. Chicago, Rand Mcnally.score: 148.5
    Introduction: conceptual analysis of teaching, by B. P. Komisar and T. W. Nelson.--A concept of teaching, by B. O. Smith.--The concept of teaching, by I. Sheffler.--A topology of the teaching concept, by T. F. Green.--Teaching: act and enterprise, by B. P. Komisar.--Must an education have an aim? By R. S. Peters.--Curriculum as a field of study, by D. Heubner.--Can and should means-ends reasoning be used in teaching? By C. J. B. Macmillan and (...)
     
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  48. M. Giaquinto (2007). Visual Thinking in Mathematics: An Epistemological Study. Oxford University Press.score: 147.0
    Visual thinking -- visual imagination or perception of diagrams and symbol arrays, and mental operations on them -- is omnipresent in mathematics. Is this visual thinking merely a psychological aid, facilitating grasp of what is gathered by other means? Or does it also have epistemological functions, as a means of discovery, understanding, and even proof? By examining the many kinds of visual representation in mathematics and the diverse ways in which they are used, Marcus Giaquinto argues that visual thinking in (...)
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  49. James D. Marshall (2009). Revisiting the Task/Achievement Analysis of Teaching in Neo-Liberal Times. Educational Philosophy and Theory 41 (1):79-90.score: 147.0
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  50. D. L. Herr (1938). A Mathematical Analysis of the Experiments in Extra-Sensory Perception. Journal of Experimental Psychology 22 (5):491.score: 147.0
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