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How Interval and Fuzzy Techniques Can Improve Teaching

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Cover of 'How Interval and Fuzzy Techniques Can Improve Teaching'

Table of Contents

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    Book Overview
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    Chapter 1 Introduction: Need for Interval and Fuzzy Techniques in Math and Science Education
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    Chapter 2 How to Motivate Students: An Overview of Part I
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    Chapter 3 Need to Understand the Presence of Uncertainty: Emphasizing Paradoxes as a (Seemingly Paradoxical) Way to Enhance the Learning of (Strict) Mathematics
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    Chapter 4 Uncertainty-Related Example Explaining Why Geometry is Useful: Geometry of a Plane Rescue
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    Chapter 5 Uncertainty-Related Example Explaining Why Calculus Is Useful: Example of the Mean Value Theorem
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    Chapter 6 How to Enhance Student Motivations by Borrowing from Ancient Tradition: Egyptian Fractions
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    Chapter 7 How to Enhance Student Motivations by Borrowing from Ancient Tradition: Mayan and Babylonian Arithmetics
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    Chapter 8 How to Enhance Student Motivations by Borrowing from Ancient Tradition: Babylonian Method of Computing the Square Root
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    Chapter 9 How to Enhance Student Motivations by Borrowing from Ancient Tradition: Russian Peasant Multiplication Algorithm
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    Chapter 10 How to Enhance Student Motivations by Borrowing from Modern Practices: Geometric Approach to Error-Less Counting
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    Chapter 11 How to Enhance Student Motivations by Borrowing from Modern Practices: Can We Learn Algorithms from People Who Compute Fast
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    Chapter 12 How to Enhance a General Student Motivation to Study: Asymmetric Paternalism
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    Chapter 13 Financial Motivation: How to Incentivize Students to Graduate Faster
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    Chapter 14 In What Order to Present the Material: An Overview of Part II
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    Chapter 15 Spiral Curriculum: Towards Mathematical Foundations
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    Chapter 16 How Much Time to Allocate to Each Topic?
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    Chapter 17 What Is Wrong with Teaching to the Test: Uncertainty Techniques Help in Understanding the Controversy
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    Chapter 18 In What Order to Present the Material: Fractal Approach
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    Chapter 19 How AI-Type Uncertainty Ideas Can Improve Inter-Disciplinary Education and Collaboration: Lessons from a Case Study
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    Chapter 20 In What Order to Present the Material Within Each Topic: Concrete-First Versus Abstract-First
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    Chapter 21 How to Select an Appropriate Way of Teaching Each Topic: An Overview of Part III
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    Chapter 22 What Is the Best Way to Distribute the Teacher’s Efforts Among Students
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    Chapter 23 What is the Best Way to Allocate Teacher’s Efforts: How Accurately Should We Write on the Board? When Marking Comments on Student Papers?
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    Chapter 24 How to Divide Students into Groups so as to Optimize Learning
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    Chapter 25 How to Divide Students into Groups: Importance of Diversity and Need for Intelligent Techniques to Further Enhance the Advantage of Groups with Diversity in Problem Solving
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    Chapter 26 A Minor but Important Aspect of Teaching Large Classes: When to Let in Late Students?
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    Chapter 27 How to Assess Students, Teachers, and Teaching Techniques: An Overview of Part IV
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    Chapter 28 How to Assess Students: Rewarding Results or Rewarding Efforts?
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    Chapter 29 How to Assess Students: Assess Frequently
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    Chapter 30 How to Assess Students: Surprise Them
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    Chapter 31 How to Assess Individual Contributions to a Group Project
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    Chapter 32 How to Access Students’s Readiness for the Next Class
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    Chapter 33 How to Assess Students: Beyond Weighted Average
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    Chapter 34 How to Assess a Class
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    Chapter 35 How to Assess Teachers
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    Chapter 36 How to Assess Teaching Teachniques
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    Chapter 37 How to Assess Universities: Defining Average Class Size in a Way Which Is Most Adequate for Teaching Effectiveness
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    Chapter 38 Conclusions
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Title
How Interval and Fuzzy Techniques Can Improve Teaching
Published by
Springer-Verlag Berlin Heidelberg, January 2018
DOI 10.1007/978-3-662-55993-2
ISBNs
978-3-66-255993-2, 978-3-66-255991-8
Authors

Olga Kosheleva, Karen Villaverde, Kosheleva, Olga, Villaverde, Karen

Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 4 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 4 100%

Demographic breakdown

Readers by professional status Count As %
Researcher 2 50%
Student > Ph. D. Student 1 25%
Unknown 1 25%
Readers by discipline Count As %
Computer Science 1 25%
Social Sciences 1 25%
Engineering 1 25%
Unknown 1 25%