ライフサイエンスコーパス: mathematics

1 spectral gap is independent of the axioms of mathematics.

2 om persistent homology, an applied branch of mathematics.

3 open problems in computer science and all of mathematics.

4 onto space is fundamental to measurement and mathematics.

5 hibit cognitive strengths in domains such as mathematics.

6 ll be needed to achieve this for reading and mathematics.

7 ce in reading was three times as large as in mathematics.

8 ory have an advantage over other children in mathematics.

9 ng block for the uniquely human capacity for mathematics.

10 earn the concepts and operations of symbolic mathematics.

11 tive area representations to formally taught mathematics.

12 ers, but also begin a negative trajectory in mathematics.

13 biology, psychology, chemistry, physics, and mathematics.

14 damental to all aspects of elementary school mathematics.

15 om systems engineering, systems biology, and mathematics.

16 in early education on numeracy and later on mathematics.

17 emistry, which in turn led me to physics and mathematics.

18 complex and nonlinear systems in physics and mathematics.

19 d the ill-posed nature of the reconstruction mathematics.

20 e a nested surface hypothesis imposed by the mathematics.

21 to enhance children's engagement with formal mathematics.

22 musical skill at the expense of language and mathematics.

23 and may guide, language-based instruction in mathematics.

24 em, unaided intuition is not enough: we need mathematics.

25 ood without undue concern for the underlying mathematics.

26 ten restricted to experts in programming and mathematics.

27 mutational data, deep learning, and advanced mathematics.

28 nstruct imaginary worlds, and do science and mathematics.

29 rning of the language and concepts of school mathematics.

30 ld be described by principles of physics and mathematics.

31 an overview of our philosophy of pictures in mathematics.

32 on is influenced by human exposure to formal mathematics.

33 sequence and general purpose programming and mathematics.

34 rical cognition, predicted children's formal mathematics abilities.

35 red with its consistent and specific link to mathematics ability across the age span, hold promise fo

36 us has been associated with intelligence and mathematics ability.

37 s: 0.80-0.84) and positively associated with mathematics achievement (effect-size range: 0.05-0.10),

38 ulthood, but are not consistently related to mathematics achievement in children.

39 ormance IQ score (3.9 points higher, P=.02), mathematics achievement score (4.8 points higher, P=.04)

40 was proficiency on fourth-grade literacy and mathematics achievement tests at age 10 years.

41 eral processing predicted end of fifth grade mathematics achievement, as did first grade central exec

42 age for grade and positively associated with mathematics achievement, reading comprehension, and rece

43 he ANS (a dot comparison task) is related to mathematics achievement, which has led researchers to su

44 antities was significantly better the higher mathematics achievement.

45 vel sex differences in 8th-grade science and mathematics achievement.

46 relation to students' performance in school mathematics across the lifespan.

47 ntinuum: We did not find a sex difference in mathematics among the lowest performing students, but th

48 lag behind other countries, ranking 35th in mathematics and 27th in science achievement internationa

49 dividuals tend to avoid situations involving mathematics and are less likely to pursue science, techn

50 Mathematics and art converge in the fractal forms that a

51 cess is the use of sophisticated statistics, mathematics and bioinformatics to define statistically v

52 Mathematics and chemistry can now be used synergisticall

53 fraction of citations in journals focused on mathematics and computation all support the same conclus

54 h layout is extensively used in the field of mathematics and computer science, however these ideas an

55 that experimentalists learn the language of mathematics and dynamical modeling and theorists learn t

56 ch funding, the physical sciences (including mathematics and engineering) have not and must now do so

57 ms in a dozen different areas of research in mathematics and engineering.

58 ative challenges that span biology, physics, mathematics and engineering.

59 Using an integrated anatomy, mathematics and genomics approach, we systematically stu

60 ssifying groups is an important challenge in mathematics and has led to the identification of groups

61 theorems were of great significance both in mathematics and in statistical mechanics.

62 First, they are firmly based in mathematics and its proofs.

63 From the outset, computing, mathematics and new automated laboratory techniques have

64 ntions that focus on high-achieving girls in mathematics and on low achieving boys in reading are lik

65 yhedra are ubiquitous in chemistry, biology, mathematics and other disciplines.

66 Mathematics and Phy sics-based simulation models have th

67 es including molecular biology, engineering, mathematics and physics to design and build novel protei

68 My undergraduate education in mathematics and physics was a good grounding for graduat

69 and flexibility are well defined concepts in mathematics and physics, with a body of theorems and alg

70 number theory that catalysed developments in mathematics and physics.

71 y science curriculum that fully incorporates mathematics and quantitative thinking.

72 The study involved the assessment of the mathematics and reading achievement of 177 children in k

73 sed for kindergarten readiness and tested in mathematics and reading in grades 3 through 8.

74 nal Student Assessment (PISA), including the mathematics and reading performance of nearly 1.5 millio

75 ead size with sex, socioeconomic status, and mathematics and reading performance.

76 verage Florida Comprehensive Assessment Test mathematics and reading scores at ages 8 through 15 year

77 performance, in particular, achievements in mathematics and reading.

78 ned to help parents convey the importance of mathematics and science courses to their high-school-age

79 udy, we found that the intervention improved mathematics and science standardized test scores on a co

80 ages in nonlanguage intensive skills such as mathematics and science, and this contributes to their g

81 the most ancient and persistent problems in mathematics and science.

82 work theory has evolved within the fields of mathematics and sociology and has resulted in its applic

83 Participants reported their general, mathematics and spatial anxiety as part of an online bat

84 anxiety towards specific activities, such as mathematics and spatial tasks.

85 e necessary that require engagement with the mathematics and statistics community.

86 edict gender gaps in Ph.D. attainment beyond mathematics and verbal test scores.

87 erally requires a high degree of training in mathematics and/or computer science.

88 updating); academic achievement (reading and mathematics); and general cognitive abilities (general i

89 as molecular biology, biochemistry, physics, mathematics, and computer science are now known as syste

90 interest in multiple fields, e.g., physics, mathematics, and computer science.

91 , biology, physiology, physics, engineering, mathematics, and computer science.

92 t the immense potential of dynamical models, mathematics, and data-guided methodologies for improving

93 is made possible by advances in technology, mathematics, and engineering that allow scientists to au

94 ls experienced in behavior and neuroscience, mathematics, and engineering.

95 nce a broad range of disciplines in science, mathematics, and engineering.

96 mponent to children's ability in reading and mathematics, and estimate that around one half of the ob

97 studies of science, technology, engineering, mathematics, and medical (STEMM) professionals have iden

98 versity in science, technology, engineering, mathematics, and medicine, the underrepresentation of hi

99 ay a role in some of the deepest problems in mathematics, and represents an appearance of pariah grou

100 ing fluency, reading comprehension, writing, mathematics, and science.

101 effective than conventional media: science, mathematics, and second-language learning.

102 ; its complexity will require new minds, new mathematics, and significant, consistent funding.

103 r disciplines, such as evolutionary biology, mathematics, anthropology, archaeology, economics, and p

104 origins of its association with general and mathematics anxiety in a sample of 1,464 19-21-year-old

105 Using the case of mathematics anxiety in a sample of healthy human partici

106 ntrast, tDCS impaired reaction times for low mathematics anxiety individuals and prevented a decrease

107 ncentrations (a biomarker of stress) in high mathematics anxiety individuals.

108 Mathematics anxiety is the negative emotional response e

109 difficult, and for those with high levels of mathematics-anxiety (HMAs), math is associated with tens

110 The origins of human abilities for mathematics are debated: Some theories suggest that they

111 ividual differences in achievement in school mathematics are related to individual differences in the

112 Here techniques from applied mathematics are utilized to systematically derive normal

113 tories about how the world operates, whereas mathematics arose when skills in discerning lies through

114 es and presents intriguing aspects embracing mathematics, art, and crystallography.

115 ction (CDR) equation, which is classified in mathematics as a linear, parabolic partial-differential

116 Alternatively, confidence is framed in mathematics as an objective statistical quantity: the pr

117 ts a brief survey of the idea of symmetry in mathematics, as exemplified by some particular developme

118 This suggests that recent work basing mathematics assessments and interventions around dot com

119 p that were positively associated with early mathematics at 5 and 7 years (both P < 0.05), even after

120 ely associated with working memory and early mathematics at 5 years (both P < 0.001) even after covar

121 achieving each level in reading, writing, or mathematics at key stage one.

122 lysis of single cell qPCR data that uses the mathematics behind bursty expression to develop more acc

123 Topology is familiar mostly from mathematics, but also natural sciences have found its co

124 Knot theory is a branch of pure mathematics, but it is increasingly being applied in a v

125 ss nations, boys scored higher than girls in mathematics, but lower than girls in reading.

126 ldren have the capacity to learn substantial mathematics, but many children lack opportunities to do

127 ion in science, technology, engineering, and mathematics careers today.

128 nitiative was launched to integrate physics, mathematics, chemistry, and engineering with cancer rese

129 Here, we argue that according to IIT mathematics, circuits converging on integrative versus c

130 ehavior in students studying post-compulsory mathematics compared to post-compulsory English literatu

131 om genetics, biochemistry, and immunology to mathematics, computational biology, and engineering), in

132 into the field with backgrounds in physics, mathematics, computer science, and engineering, theoreti

133 This simplifies the mathematics considerably, but it can give a false pictur

134 , the diverse fields of biology, physics and mathematics converged to discuss 'The Physical Biology o

135 and increased overall enrolment to advanced mathematics courses in a nationally representative sampl

136 aduate science, technology, engineering, and mathematics courses often strive for participating facul

137 conclusion, the new equation based on Fuzzy mathematics, covering laboratory and clinical variables,

138 false "equity versus excellence" debate over mathematics curricula has long disrupted education in th

139 chers, many students' mastery of science and mathematics depends on the effectiveness of early-career

140 kin selection models without disturbing the mathematics describing the net effect of selection on co

141 rovides a new method for studying real-world mathematics development in the brain.

142 nt along with implications for understanding mathematics disabilities.

143 n many science, technology, engineering, and mathematics disciplines, women are outperformed by men i

144 Given the well-documented failings in mathematics education in many Western societies, there h

145 e approach to modeling that combines diverse mathematics enabled the simultaneous inclusion of fundam

146 This article proposes that areas of mathematics, even ones based on simple axiomatic foundat

147 uman primates, and correlated with degree of mathematics experience in both the US and Tsimane' group

148 ading skills (F(6,45) = 4.74, P < .001), and mathematics (F(6,45) = 3.35, P < .008).

149 enter science, technology, engineering, and mathematics fields and more women than men leave.

150 The mathematics for modeling indicator-displacement assay is

151 Because not all subfields of biology use mathematics for this purpose, misunderstandings of the f

152 d probability of proficiency on literacy and mathematics fourth-grade achievement tests.

153 ology; social psychology; genetics; biology; mathematics; game theory; linguistics; operations resear

154 proteges a mentor trains-using data from the Mathematics Genealogy Project, which tracks the mentorsh

155 : Countries with a smaller sex difference in mathematics had a larger sex difference in reading and v

156 Increasingly in recent decades, however, mathematics has become pervasive in biology, taking many

157 Mathematics has been less intrusive in the life sciences

158 with examples, of some of the ways in which mathematics has contributed in our field of interest: th

159 ghted, and a re-evaluation of the underlying mathematics has enabled us to present a simplified serie

160 Mathematics has had a profound impact on science, provid

161 The choice of mathematics has only a limited effect on the computed pa

162 enhanced cognitive and neural resources for mathematics have critical implications for educational,

163 book of nature is written in the language of mathematics"; his quantitative approach to understanding

164 In mathematics, however, faculty leave significantly earlie

165 policy-makers have assumed that the study of mathematics improves one's general 'thinking skills'.

166 I enjoyed the beautiful logic of mathematics in elementary grades and was entranced by th

167 There has been a long history of the use of mathematics in genetics, ranging from the use of statist

168 ine' is used in policy debates to prioritize mathematics in school curricula.

169 ities, in people who have received no formal mathematics instruction and cannot express such knowledg

170 Science, technology, engineering, and mathematics instructors have been charged with improving

171 they suggest that uniquely human branches of mathematics interface with an evolutionarily primitive g

172 ability of the system and an overview of the mathematics involved is presented.

173 Crucially, behavioral measures of mathematics, IQ, working memory, and reading did not pre

174 been correct to claim that studying advanced mathematics is associated with the development of logica

175 e in infancy and support the hypothesis that mathematics is built upon an intuitive sense of number t

176 hat greater male variability with respect to mathematics is not ubiquitous.

177 Mathematics is often used to model biological systems.

178 Borrowing methods from physics and mathematics, it is possible to study the collective beha

179 In a larger sense, the study of mathematics itself, which is increasingly surpassing the

180 allow children to rapidly acquire the formal mathematics knowledge that took our ancestors many mille

181 ngage with an AI teachable agent (TA) during mathematics learning, with particular focus on learners

182 uggest that the ANS plays a critical role in mathematics learning.

183 ifferences become increasingly important for mathematics learning.

184 ry of network motifs, their evolution in the mathematics literature, and their recent rediscoveries.

185 School of Mathematics, Statistics & Applied Mathematics, National University of Ireland Galway, Galw

186 inuous physics of materials and the discrete mathematics of computation.

187 dy of biological population dynamics and the mathematics of financial risk management through optimal

188 logical inference, and draw on the discrete mathematics of finite partially ordered sets (posets) to

189 ity for striation proves consistent with the mathematics of force-driven sarcomere registration, cont

190 light, facilitated by recent advances in the mathematics of forest modeling, ecological understanding

191 To unify these perspectives, we analysed the mathematics of innovation as a search for designs across

192 isely the objective of seismology, where the mathematics of inverse problems have been employed with

193 review provides a brief introduction to the mathematics of knots and related topological concepts in

194 cal properties such as stiffness, and so the mathematics of mechanotransduction becomes important to

195 Further development of the mathematics of minimal surfaces will advance our underst

196 al Darwinism project, which aims to link the mathematics of motion (difference and differential equat

197 escribe gene frequency trajectories with the mathematics of optimization used to describe purpose and

198 Moreover, the underlying mathematics of our test statistic is a general technique

199 The mathematics of plasma confinement raises serious questio

200 eigenstates, similar in many respects to the mathematics of quantum mechanics.

201 Using methods borrowed from the mathematics of Random Geometric Graphs and Euclidean Ran

202 We used the mathematics of random walks to derive endpoint outcome d

203 ovides an introduction to the motivation and mathematics of representational models, a critical discu

204 istics in the organization of data sets, the mathematics of shape recognition in high dimensions cont

205 with detailed topological analysis using the mathematics of tangles, shows that only a limited number

206 Inspired by the mathematics of tessellations, we derive rules for the de

207 We have reworked the mathematics of the point accepted mutation model (PAM) b

208 ertheless, as students we often overlook the mathematics of these phenomena.

209 Kinetics, binding models, and mathematics of this protocol are discussed in detail usi

210 Herein, we present an introduction to the mathematics of tree enumeration, tree construction, spli

211 r (ADHD) and learning disabilities in either mathematics or reading.

212 ey are much less likely than men to major in mathematics or science or to choose a profession in thes

213 nd geometric Brownian motion from stochastic mathematics, our analysis shows that a vascular network

214 vocabulary (P < 0.001), reading (P < 0.001), mathematics (P < 0.001), working memory (P < 0.001), ora

215 mming knowledge and/or expertise in physics, mathematics, pattern recognition and computer vision and

216 In a recent analysis of mathematics performance (Eriksson et al. 2020), national

217 ddress 3 questions: Do gender differences in mathematics performance exist in the general population?

218 arily ancient number sense may impact school mathematics performance in children; however, we know li

219 in the U.S. have reached parity with boys in mathematics performance, a pattern that is found in some

220 re are countries without a sex difference in mathematics performance, and in some countries girls sco

221 reported a causal link between ANS tasks and mathematics performance, implicating the ANS in the deve

222 complicated from both pure and computational mathematics perspectives.

223 well beyond the historical contributions of mathematics, physical sciences, and engineering to medic

224 His tools are mathematics, physics and computer simulation.

225 of the science, technology, engineering, and mathematics plus arts and design (STEAM) education movem

226 tisol and the number and speed of answers to mathematics problems in the task were used to assess neu

227 iographic databases in biology, physics, and mathematics, respectively, networks are constructed in w

228 At odds with the IIT mathematics, results suggest that convergent neurons mor

229 The mean of GCSE core subjects (English, mathematics, science) is more heritable (62%) than the n

230 d temporal forms--is a central foundation of mathematics, science, and technology, but the origins an

231 y associated with an increase in the average mathematics scores of high-school boys relative to girls

232 Working memory and early mathematics skills were assessed at 5 years (n = 195 pre

233 vocabulary, reading comprehension, language, mathematics, sources of information, and an overall comp

234 to nonverbal cognitive functions, including mathematics, spatial cognition, and WM.

235 as incorrectly associated with the School of Mathematics, Statistics & Applied Mathematics, National

236 ire users to have sophisticated knowledge of mathematics, statistics and computer skills for usage.

237 computational field (e.g., computer science, mathematics, statistics, computational biology, bioinfor

238 ghly interdisciplinary, using knowledge from mathematics, statistics, computer science, biology, medi

239 of the science, technology, engineering and mathematics (STEM) community, and plays a vital role in

240 aduate science, technology, engineering, and mathematics (STEM) courses under traditional lecturing v

241 aduate Science, Technology, Engineering, and Mathematics (STEM) courses.

242 s into science, technology, engineering, and mathematics (STEM) coursework and careers.

243 d with science, technology, engineering, and mathematics (STEM) disciplines, programming also bears p

244 sis on science, technology, engineering, and mathematics (STEM) education at every level.

245 roving science, technology, engineering, and mathematics (STEM) education, especially for traditional

246 formal Science, Technology, Engineering, and Mathematics (STEM) education.

247 ective science, technology, engineering, and mathematics (STEM) educational outreach to students in c

248 ollege science, technology, engineering, and mathematics (STEM) faculty to include any active learnin

249 ss all science, technology, engineering, and mathematics (STEM) fields and courses.

250 nces in science, technology, engineering and mathematics (STEM) fields, among other undesirable gende

251 Science, technology, engineering, and mathematics (STEM) graduate students are often encourage

252 ts and science, technology, engineering, and mathematics (STEM) integration in education and research

253 nce in science, technology, engineering, and mathematics (STEM) is critically important as preparatio

254 n from science, technology, engineering, and mathematics (STEM) majors.

255 out the Science, Technology, Engineering and Mathematics (STEM) pipeline that perpetuate racial dispa

256 within science, technology, engineering, and mathematics (STEM) settings is provocative and raises qu

257 ent in science, technology, engineering, and mathematics (STEM) skills is essential.

258 gs and Science, technology, engineering, and mathematics (STEM)-focused programs.

259 luding science, technology, engineering, and mathematics (STEM).

260 ups in science, technology, engineering, and mathematics (STEM).

261 lds of science, technology, engineering, and mathematics (STEM).

262 ted in science, technology, engineering, and mathematics (STEM).

263 geneticist R. A.Fisher at the time he was a mathematics student at Cambridge.

264 ne with the Theory of Formal Discipline, the mathematics students did develop their conditional reaso

265 eory, we have drawn upon various branches of mathematics such as combinatorics of random walks, Brown

266 Competence in some domains of mathematics, such as calculus, relies on symbolic repres

267 the effectiveness of high-school science and mathematics teachers increased substantially with experi

268 ce non-science, technology, engineering, and mathematics teachers.

269 for STEM (science, technology, engineering, mathematics) tenure-track assistant professorships.

270 vective and diffusive flows to public school mathematics test scores from Texas.

271 icant difference in standardized reading and mathematics test scores of children with type 1 diabetes

272 ewhat blurry distinction between biology and mathematics that can so easily undermine and obscure the

273 ntals of network theory, a branch of applied mathematics that has numerous applications in many field

274 We present the mathematics that should describe the phenomenon, which r

275 s without the need to follow the complicated mathematics that were presented in this paper just for i

276 of 3360 electrograms, using inverse-solution mathematics, that are superimposed onto a computer-simul

277 In the case of mathematics, the resources of the language faculty, both

278 and integrate cellular systems, develop the mathematics, theory and software tools for the accurate

279 st as there are uncertainties in physics and mathematics, there are some chemistry questions we may n

280 Through simple examples and elementary mathematics, this paper begins a computation theory for

281 rticularly the list of Hilbert's problems in mathematics, this subjective and eclectic list of priori

282 and limits the success of the application of mathematics to immunology.

283 urrent theories often resort to rather heavy mathematics to overcome some technical difficulties inhe

284 Statistical modeling provides the mathematics to use data from large numbers of mutant pro

285 ooth manifolds with astonishing successes in mathematics, to break down communities in networks.

286 ral prefrontal cortices during two 30-minute mathematics training sessions involving body movements.

287 readers, especially those uncomfortable with mathematics, treat published multivariable models as a b

288 In contrast, the sex difference in mathematics was largest among the higher performing stud

289 Mathematics was not available to deal consistently with

290 evaluate what brain systems underlie higher mathematics, we scanned professional mathematicians and

291 Using simple mathematics, we show that this effect derives from funda

292 , and the adjusted odds ratios (95% CIs) for mathematics were 0.49 (0.29-0.82), 0.51 (0.34-0.78), and

293 Further, paradoxically, sex differences in mathematics were consistently and strongly inversely cor

294 In mathematics, where substantially fewer postdoctoral posi

295 guidance from our colleagues in physics and mathematics who have successfully integrated their knowl

296 Game theory is a well established branch of mathematics whose formalism has a vast range of applicat

297 soning in vast domains, a task epitomized by mathematics with its boundless concepts and demand for r

298 ce of a science, technology, engineering and mathematics workforce to economic growth and the role of

299 cs, chemistry, computer science, and applied mathematics, working within a "complex modeling" paradig

300 ether concurrent task difficulty (performing mathematics) would modulate the LPP while participants v