Research commenced: 2019
Expected year of completion: 2025

Research Category: Number Systems and Mathematics Applied Methods

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Paper Topics: A researched and developed prerequisite Numerical System and Advanced Procedural Learning course for people to achieve prerequisite high level Mathematics skills >	The Proficiency case for Current Practitioners, Professionals and Academia >	The 80 percent proficiency success rate to be achieved is based on the following methods and objectives:	The preconditions and defined objectives of the procedural learning program for developing Numerical System procedures: >	Audio Presentation: Developed and Advanced Theoretical Methods in learning Numerical Systems and Mathematics >	Science and Engineering Careers as an Achievable Option >	Research and Development Programs and Initiatives – 2023	Quantitative, Qualitative Curriculum, and Technological Challenges for Higher Education >

Developed and Advanced Theoretical Methods in Learning Numerical Systems and Mathematics

Research and product development by Athanasios Kokontis

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Research and curriculum development objective:

Research Category: Number Systems and Mathematics Applied Methods

A researched and developed prerequisite Numerical System and Advanced Procedural Learning and Education course for people to achieve prerequisite high level Mathematics skills

Introduction

Athanasios Kokontis completed a three year research & development program to develop an Advanced Numerical System based on standardised Learning Procedures- resulting in a conditional curriculum process to achieve proficiency in numerical systems and advanced mathematics for any individual.

The current assumption is that there is a 30% percent chance of success rate in an individual achieving prerequisite high level mathematics skills to enter University or College or advanced mathematics dependent careers.

Athanasios Kokontis has confirmed – by developing this advanced Numerical System curriculum and applied Learning Procedures an individuals success rate increases to 80% percent – the remainder 20% is the individuals commitment.

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The Proficiency case for Current Practitioners, Professionals and Academia

The case for the low 30% success rate leads to assumptions about current occupations of which require proficiency in Numerical Systems and Advanced Mathematics

Based on the assumption that current Arithmetic Theory, Number Systems and Mathematics curriculum is incorrect, Athanasios Kokontis estimates 50 percent of professionals and individuals in a number or mathematics dependent occupation will highly likely have a low score of proficiency in numerical systems and mathematics, and thus must conduct tasks with the use of computation equipment ( excel, software, online mathematics calculators and calculator equipment.

The 50% probability of success for an professional to achieve proficiency is based on the overall general population estimated success rate of 30% for an individual to achieve proficiency in advanced mathematics and these estimates are based on Athanasios Kokontis finding that an incorrect curriculum education methodology is used today across all schooling grades and academic programs.

On this basis, the case can be made for people currently employed in a number and mathematics dependent occupation – will likely have an approximate 50 percent proficiency score in numeracy and mathematics.

This consideration requires us to promote the Developed and Advanced Theoretical Methods in Learning Numerical Systems and Mathematics program to individuals and professionals who depend on number systems and mathematics for their occupation.

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The 80 percent proficiency success rate to be achieved is based on the following methods and objectives:

1) a well-researched and developed prerequisite numerical education system – which is a developed procedural learning method and process.

2) the primary objective the developed education system must achieve is the 80 percent success rate in a student achieving proficiency or advanced mathematics skills

3) defined preconditions that will increase the probability of achieving the 80 percent success rate

4) the methodology will incorporate some understanding of human Cognitive Reasoning Function development methods

In effect, it is a standardised procedural learning and education system for curriculum in numerical systems and mathematics education.

The education program comprises two key components :

The first component – reconstructs the current system of numbers and numerical systems, to better translate to the student or individual the correct interpretation of the numerical system in use today,

And the second component – applies the developed methodology of procedures and applied properties to number systems and mathematics topics.

This procedural approach to numerical and mathematics education and training is innovative and advanced work by Athanasios Kokontis and is not based on current conventional curriculum or current textbooks used in Arithmetic Theory and Mathematics education today.

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The preconditions and defined objectives of the procedural learning program for developing Numerical System procedures:

It was determined by Athanasios Kokontis that this project would be directed by a set of preconditions and defined objectives that would be required to correct and develop the methods and curriculum for learning numerical systems and number theories which are applied to mathematics topics in order to meet the 80% success rate.

The following are the prescribed preconditions and objectives:

A) increasing an individuals capabilities in order to reach the proficiency required to achieve an comprehensive understanding of all mathematics topics;

by way of

B) developing a comprehensive procedural numerical system and number theory course used in the field of numbers, mathematics and metrics today;

and

C) the developed system will be applied to all mathematics topics to prove its corrected approach to mathematics;

and

D) the system and curriculum must be developed as a procedural learning and standardised theoretical learning approach in Mathematics curriculum;

in order to achieve

E) proficiency in high level Mathematics, with a minimum 80% percent success rate for any individual who completes the course;

and the completion of the course will result in

F) retention of the knowledge obtained by any individual, with the requirement for only revision to recommence studies or the use of the acquired new numerical and mathematics skills;

and with successful retention of the knowledge by individuals

G) this would be confirmed as the correct curriculum procedure of obtaining the proficiency skill level requirements and learning of numerical systems, number theory and all mathematics subjects.

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Audio Presentation: Developed and Advanced Theoretical Methods in learning Numerical Systems and Mathematics

An audio introduction by Athanasios Kokontis to the developed prerequisite course and curriculum program – Developed and Advanced Theoretical Methods in learning Numerical Systems and Mathematics 

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The following are some brief comments about the identified and probable Cognitive Function benefits for the human who completes or learns an comprehensive procedural numerical education system as this one developed by Athanasios Kokontis.

Ιt was determined halfway year two in the project 2020 but this procedural education system may have a Cognitive Reasoning benefit for people with low IQ because or disability.

What was strategised and envisioned in the second year of the research project was to reconstruct human procedural learning processing and thought processes for learning and using number systems, with consideration to Human Cognitive functions.

This assumption and strategy opened an future applicable science to Cognitive Reasoning development made possible by a perfect procedural process – and the assumption was that standardised procedures will allow the numerical system to be  learned with minimal difficulty by the human or the individual – and if this was true, then the procedural system would be correct

The current education methodology used in education today as discussed above, comprises a brief introduction to Arithmetic Theory and then immediately jumping between topics of numbers and formulas and equations contained in mathematical topics which results in the low estimated 30 percent success rate.

Without procedures in place, and the attempt to learn a volume of knowledge that’s not organised and not procedural-

the Human Brain cognitively is not be able to comprehend such variation in complex numerical and mathematics topics,  but if you give the brain of the human procedures and a foundation of procedures it then automatically will achieve the understanding of the volume of knowledge of topic, for example

 like counting one to ten, this is a sequential standardised procedure in counting quantities, which we can confirm people of age groups 4 years to 10 years can learn and people with lower IQs and disability are currently achieving. This understanding and fact also confirms that a procedure of learning mathematics will result in a higher success rate.

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Research and Development Programs and Initiatives 2023 -2027

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Science and Engineering Careers an Achievable Option

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Quantitative, Qualitative Curriculum, and Technological Challenges for Higher Education

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Owner, researcher and producer of Kokontis products, education and training programs in Number Theory, Numerical Systems and Applied Mathematics:	Athanasios Kokontis
Trademark and Copyright owner:	ATHANASIOS KOKONTIS
Proprietary owner:	ATHANASIOS KOKONTIS KOKONTIS A.B,N 37 886 734500
LinkedIn Professional Account	LinkedIn Professionals – Account URL: https://www.linkedin.com/in/athanasios-kokontis-47a63923/
ResearchGate ResearchGate DOI:	URL: https://www.researchgate.net/profile/Athanasios-Kokontis 10.13140/RG.2.2.17274.91843
Contact Telephone:	Australia (+61) 0455 167 018
Email address:	athanasios.kokontis@kokontis.com.au