ライフサイエンスコーパス: mathematics

1 ld be described by principles of physics and mathematics.

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

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

4 ory have an advantage over other children in mathematics.

5 an overview of our philosophy of pictures in mathematics.

6 ng block for the uniquely human capacity for mathematics.

7 earn the concepts and operations of symbolic mathematics.

8 tive area representations to formally taught mathematics.

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

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

11 damental to all aspects of elementary school mathematics.

12 om systems engineering, systems biology, and mathematics.

13 in early education on numeracy and later on mathematics.

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

15 complex and nonlinear systems in physics and mathematics.

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

17 e a nested surface hypothesis imposed by the mathematics.

18 to enhance children's engagement with formal mathematics.

19 musical skill at the expense of language and mathematics.

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

21 on is influenced by human exposure to formal mathematics.

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

23 ood without undue concern for the underlying mathematics.

24 sequence and general purpose programming and mathematics.

25 spectral gap is independent of the axioms of mathematics.

26 open problems in computer science and all of mathematics.

27 onto space is fundamental to measurement and mathematics.

28 hibit cognitive strengths in domains such as mathematics.

29 rning of the language and concepts of school mathematics.

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

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

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

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

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

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

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

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

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

39 antities was significantly better the higher mathematics achievement.

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

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

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

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

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

45 Mathematics and art converge in the fractal forms that a

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

47 Mathematics and chemistry can now be used synergisticall

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

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

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

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

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

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

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

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

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

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

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

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

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

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

62 number theory that catalysed developments in mathematics and physics.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

90 Mathematics anxiety is the negative emotional response e

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

116 nt along with implications for understanding mathematics disabilities.

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

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

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

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

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

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

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

124 The mathematics for modeling indicator-displacement assay is

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

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

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

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

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

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

131 Mathematics has been less intrusive in the life sciences

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

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

134 Mathematics has had a profound impact on science, provid

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

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

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

138 In mathematics, however, faculty leave significantly earlie

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

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

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

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

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

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

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

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

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

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

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

150 Mathematics is often used to model biological systems.

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

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

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

154 ifferences become increasingly important for mathematics learning.

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

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

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

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

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

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

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

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

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

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

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

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

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

168 The mathematics of plasma confinement raises serious questio

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

189 His tools are mathematics, physics and computer simulation.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

235 Mathematics was not available to deal consistently with

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

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

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

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

240 In mathematics, where substantially fewer postdoctoral posi

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

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

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

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

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