121 results on '"Sarikaya, Deniz"'
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2. Fragen und Antworten zum mathematischen Lebenslauf von Deniz Sarikaya
3. A Plea for Research-Based Teaching in Mathematics Education (Due to Ethical Reasons)
4. Forcing Hamiltonicity in locally finite graphs via forbidden induced subgraphs I: nets and bulls
5. Forcing Hamiltonicity in locally finite graphs via forbidden induced subgraphs II: paws
6. How to frame innovation in mathematics
7. Paving the cowpath in research within pure mathematics: A medium level model based on text driven variations.
8. Mathematizing as a virtuous practice : different narratives and their consequences for mathematics education and society
9. Brainteasers vs. offene Problemfelder
10. Targeting the blood–brain barrier disruption in hypertension by ALK5/TGF-Β type I receptor inhibitor SB-431542 and dynamin inhibitor dynasore
11. How to Frame Understanding in Mathematics: A Case Study Using Extremal Proofs
12. Extracellular vesicles derived from bone marrow mesenchymal stem cells enhance myelin maintenance after cortical injury in aged rhesus monkeys
13. How to Frame a Mathematician : Modelling the Cognitive Background of Proofs
14. Introduction.
15. Comparison of the effects of ultrasound-guided steroid injection and anatomic landmark-guided injection on pain and disability in greater trochanteric pain syndrome.
16. Science advice: making credences accurate
17. Purifying applied mathematics and applying pure mathematics: how a late Wittgensteinian perspective sheds light onto the dichotomy
18. Differentiation of Post-Polio Syndrome from Prior Poliomyelitis Sequela by Assessing Paraspinal Muscle Involvement in Magnetic Resonance Imaging.
19. Eine Adaption von Polymath für mathematisch begabte Schüler:innen: Ein Vorschlag (auch) für Distanzphasen
20. OUROBOROS : WORKSHOP ON FORMAL CRITERIA OF SELF-REFERENCE IN MATHEMATICS AND PHILOSOPHY CO-SPONSORED BY THE ASSOCIATION FOR SYMBOLIC LOGIC Bonn, Germany February 16–18, 2018
21. WORKSHOP ON FOUNDATIONS OF MATHEMATICS: UNIVALENT FOUNDATIONS AND SET THEORY (FOMUS 2016), CO-SPONSORED BY THE ASSOCIATION FOR SYMBOLIC LOGIC, Bielefeld, Germany, July 18-23, 2016
22. Forcing Hamiltonicity in locally finite graphs via forbidden induced subgraphs I: Nets and bulls
23. THE POST-COVID 19 ERA, CHAT BOTS, AND THE HOMOGENIZATION OF EDUCATION: PLURALISM AS AN EPISTEMIC VIRTUE EXEMPLIFIED BY MATHEMATICS EDUCATION.
24. Das Polymath-Format: Online kollaborativ arbeiten am NIM-Spiel
25. Forcing Hamiltonicity in locally finite graphs via forbidden induced subgraphs I: Nets and bulls
26. Targeting the blood-brain barrier disruption in hypertension by ALK5/ TGF-? : type I receptor inhibitor SB-431542 and dynamin inhibitor dynasore
27. Introduction to the Special Issue on Lakatos’ Undone Work
28. Vorwort
29. Satzungen der DVMLG durch die Jahrzehnte
30. Gespräch mit Arnold Oberschelp, dem Vorsitzenden der DVMLG von 1970 bis 1976
31. Purifying applied mathematics and applying pure mathematics: how a late Wittgensteinian perspective sheds light onto the dichotomy
32. Three Roles of Empirical Information in Philosophy: Intuitions on Mathematics do Not Come for Free
33. Diagnostik mathematischer Begabung
34. Mathematizing as a virtuous practice: different narratives and their consequences for mathematics education and society
35. How to Frame a Mathematician
36. Mesenchymal Stem Cell Derived Extracellular Vesicles Enhance Myelin Plasticity in Rhesus Monkeys
37. On the interplay of intuitions and formalism: modelling the transgression from school to student to researcher
38. Abstract TMP26: Extracellular Vesicles and Myelin Plasticity After Cortical Injury in Non-Human Primates
39. Three Roles of Empirical Information in Philosophy: Intuitions on Mathematics do Not Come for Free
40. The impact of exchange rate volatility on trade flows in large economies and developing countries
41. Using Maths Competition Problems at Camps
42. Teaching Units for Mathematical Enrichment Activities
43. How to Use Motion as a Problem-Solving Tool? Problems from the Pósa Camps
44. Many Chefs in the Kitchen—a Collaborative Model for Problem-Posing
45. Questions About Fostering and Identifying of Mathematically Promising Students in Times of Covid-19 Pandemic
46. Problem Posing as an Integral Part for the Support of Mathematically Highly Gifted Teenagers Within the PriSMa Math Circles
47. The Impact of an Enrichment Course in Mathematics on Students’ Problem-Solving Skills, Creativity, and Attitudes Towards Learning Mathematics
48. Four Mathematical Miniatures on Problem Posing
49. Would Specialist Problem Posers Endorse Problem-Posing Situations that We Design for Learners? Does It Matter?
50. From Mathesis Universalis to Fixed Points and Related Set-Theoretic Concepts
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