LEADER 01839oam 2200493Ia 450 001 9910701956903321 005 20120717142304.0 035 $a(CKB)5470000002422549 035 $a(OCoLC)800131595 035 $a(EXLCZ)995470000002422549 100 $a20120717d1986 ua 0 101 0 $aeng 135 $aurbn||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aAxial and torsional fatigue behavior of Waspaloy$b[electronic resource] /$fS. Zamrik, M. Mirdamadi, and F. Zahiri 210 1$aUniversity Park, Pa. :$cPennsylvania State University, Engineering Science and Mechanics Department ;$a[Cleveland, Ohio] :$cNational Aeronautics and Space Administration, Lewis Research Center,$d[1986] 215 $a1 online resource (25 pages) $cillustrations 225 1 $aNASA contractor report ;$v175052 225 1 $aUSAAVSCOM technical report ;$v86-C-14 300 $aTitle from title screen (viewed on July 17, 2012). 300 $a"April 1986." 606 $aAxial loads$2nasat 606 $aCrack propagation$2nasat 606 $aMetal fatigue$2nasat 606 $aWaspaloy$2nasat 615 7$aAxial loads. 615 7$aCrack propagation. 615 7$aMetal fatigue. 615 7$aWaspaloy. 700 $aZamrik$b S. Y.$f1932-$01397006 701 $aMirdamadi$b M$01397007 701 $aZahiri$b F$01397008 712 02$aPennsylvania State University.$bDepartment of Engineering Sciences and Mechanics. 712 02$aUnited States.$bArmy Aviation Research and Technology Activity.$bPropulsion Directorate. 712 02$aLewis Research Center. 801 0$bGPO 801 1$bGPO 801 2$bGPO 906 $aBOOK 912 $a9910701956903321 996 $aAxial and torsional fatigue behavior of Waspaloy$93458060 997 $aUNINA LEADER 05419nam 2201357z- 450 001 9910576875103321 005 20220621 035 $a(CKB)5720000000008424 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/84598 035 $a(oapen)doab84598 035 $a(EXLCZ)995720000000008424 100 $a20202206d2022 |y 0 101 0 $aeng 135 $aurmn|---annan 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aActive Methodologies for the Promotion of Mathematical Learning 210 $cMDPI - Multidisciplinary Digital Publishing Institute$d2022 215 $a1 online resource (344 p.) 311 08$a3-0365-4179-9 311 08$a3-0365-4180-2 330 $aIn recent years, the methodologies of teaching have been in a process of transition. Multiple active methodologies have proliferated, with the aim of changing the concept we have had of teaching so far. These advocate for a student who plays a leading role in the process of building learning, while the teacher acts as a figure who facilitates and glimpses the paths to learning. In order to be able to carry out this type of teaching in an optimal way, it is necessary for the teaching and research community to be correctly trained in its pedagogical principles and in the tools that boost its implementation. Among these principles and tools, it is of vital importance that information and communication technologies (ICT) be adequately handled. The use of active methodologies (project-based learning, problem-based learning, service learning, flipped classroom, mobile learning, etc.) or innovative pedagogical approaches (simulation, role-playing, gamification, etc.) promotes an improvement in the motivation of students as well as their skills. This aspect is especially important in the area of mathematics, whose contents are characterized by their abstraction, thus highlighting the need for its dynamization in classrooms of different educational stages. 606 $aResearch and information: general$2bicssc 610 $aactive learning 610 $aactive methodologies 610 $aactive methodology 610 $aadults 610 $aafective domain 610 $aaffective domain 610 $aarithmetic word problems 610 $aaugmented reality 610 $ab-learning 610 $acase studies 610 $acomplexity 610 $acomputational thinking 610 $aconstructivism 610 $ae-learning 610 $aearly childhood education 610 $aeducation 610 $aeducational experimentation 610 $aeducational games 610 $aeducational innovation 610 $aeducational robotics 610 $aeducative innovation 610 $aelementary school 610 $aemerging methodology 610 $aengineering students 610 $aescape room 610 $aEXPLORIA 610 $aFlipped Classroom 610 $aflipped learning 610 $aformative assessment 610 $afraction operator 610 $agame-based learning 610 $agamification 610 $aGeogebra AR 610 $agood practices in mathematics education 610 $ahigher education 610 $aICT 610 $ainfluencing factors 610 $alearning 610 $alearning environments 610 $alearning opportunities 610 $alearning through video games 610 $alearning-teaching 610 $aleisure-time education 610 $amathematical education 610 $amathematical modeling 610 $amathematical teaching methodologies 610 $amathematics 610 $amathematics achievement 610 $amathematics education 610 $amathematics learning 610 $amethodological contrast 610 $amodeling projects 610 $aMOOC 610 $amusical activities 610 $anew teaching techniques 610 $apreschool 610 $aproblem-solving 610 $areading comprehension 610 $areal-valued functions 610 $asecondary education 610 $asocial sciences 610 $asolving problem 610 $aspatial intelligence 610 $aSTEAM 610 $aSTEAM education 610 $aSTEM 610 $astructural equation modelling (SEM) 610 $astudents 610 $astudents' access to MOOC 610 $asystematic review 610 $ateacher education 610 $ateachers' knowledge 610 $ateaching differential equations 610 $ateaching mathematics 610 $atechnological environment 610 $auniversity 610 $auniversity level 610 $avideogame 610 $avocational training 615 7$aResearch and information: general 700 $aFernández-Martín$b Francisco D$4edt$01325231 702 $aRomero-Rodríguez$b José-María$4edt 702 $aGómez-García$b Gerardo$4edt 702 $aNavas-Parejo$b Magdalena Ramos$4edt 702 $aFernández-Martín$b Francisco D$4oth 702 $aRomero-Rodríguez$b José-María$4oth 702 $aGómez-García$b Gerardo$4oth 702 $aNavas-Parejo$b Magdalena Ramos$4oth 906 $aBOOK 912 $a9910576875103321 996 $aActive Methodologies for the Promotion of Mathematical Learning$93036712 997 $aUNINA