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ÈÑÑËÅÄÎÂÀÍÈÅ ÌÀÒÅÌÀÒÈ×ÅÑÊÈÕ ÌÎÄÅËÅÉ
ÎÁÓ×ÅÍÈß ÍÀ ÊÎÌÏÜÞÒÅÐÅ
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Ìàéåð Ð.Â. ÏÎÍÈÌÀÍÈÅ ÒÅÊÑÒÎÂÎÉ ÈÍÔÎÐÌÀÖÈÈ: ÌÎÄÅËÈÐÎÂÀÍÈÅ ÍÀ ÊÎÌÏÜÞÒÅÐÅ //
Äèñòàíöèîííîå è âèðòóàëüíîå îáó÷åíèå. 2018. ¹ 1. Ñ. 40-46.
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Ìàéåð Ð.Â. ÑÊÀ×ÊÎÎÁÐÀÇÍÎÅ ÏÎÂÛØÅÍÈÅ ÇÍÀÍÈÉ ÏÐÈ ÎÁÓ×ÅÍÈÈ: ÐÅÇÓËÜÒÀÒÛ
ÈÌÈÒÀÖÈÎÍÍÎÃÎ ÌÎÄÅËÈÐÎÂÀÍÈß // Èííîâàöèè â îáðàçîâàíèè. 2018. ¹ 2. Ñ. 118-125.
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Ìàéåð Ð.Â. ÈÌÈÒÀÖÈÎÍÍÎÅ ÌÎÄÅËÈÐÎÂÀÍÈÅ ÊÀÊ ÎÄÈÍ ÈÇ ÌÅÒÎÄΠÌÀÒÅÌÀÒÈ×ÅÑÊÎÉ ÒÅÎÐÈÈ ÎÁÓ×ÅÍÈß
// Âåñòíèê Áàëòèéñêîãî ôåäåðàëüíîãî óíèâåðñèòåòà èì. È. Êàíòà. Ñåð.: Ôèëîëîãèÿ, ïåäàãîãèêà,
ïñèõîëîãèÿ. 2018. ¹ 2. Ñ. 79—89.
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Ìàéåð Ð. Â. ÏÎÈÑÊ ÎÏÒÈÌÀËÜÍÛÕ ÄËÈÒÅËÜÍÎÑÒÅÉ ÈÇÓ×ÅÍÈß ÎÒÄÅËÜÍÛÕ ÂÎÏÐÎÑΠÊÓÐÑÀ
Ñ Ó×ÅÒÎÌ ÈÕ ÑËÎÆÍÎÑÒÈ È ÂÀÆÍÎÑÒÈ (Ñ ÏÎÌÎÙÜÞ ÊÎÌÏÜÞÒÅÐÀ) // Íàó÷íî-ìåòîäè÷å-
ñêèé ýëåêòðîííûé æóðíàë «Êîíöåïò». – 2018. – ¹ 9 (ñåíòÿáðü). – Ñ. 672–685. – URL:
http://e-koncept.ru/2018/181057.htm. DOI 10.24422/MCITO.2018.9.16647
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Mayer R. ON INCREASE OF THE STUDENTS’ MOTIVATION AT STUDY OF THE COMPUTER MODELING IN PEDAGOGICAL
HIGHER SCHOOLS // GESJ:Education Sciences and Psychology. 2018. No.3(49). pp. 30-35.
(http://gesj.internet-academy.org.ge/download.php?id=3120.pdf)
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Ìàéåð Ð.Â. ÈÍÔÎÐÌÀÖÈÎÍÍÎ-ÊÈÁÅÐÍÅÒÈ×ÅÑÊÈÉ ÏÎÄÕÎÄ Ê ÈÑÑËÅÄÎÂÀÍÈÞ ÄÈÄÀÊÒÈ×ÅÑÊÈÕ ÑÈÑÒÅÌ
// Ïðîáëåìû óïðàâëåíèÿ. 2018. N5. Ñ. 66-72.
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Mayer R.V. THE INFORMATION–CYBERNETIC APPROACH TO THE PROBLEM
OF THE TRAINING PROCESS CONTROL: THE IMITATING MODELING RESULTS //
Proceedings of ICERI2018, Seville, Spain. pp. 9194 - 9202.
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Ìàéåð Ð.Â. Î ÌÅÒÎÄÎËÎÃÈÈ ÈÌÈÒÀÖÈÎÍÍÎÃÎ ÌÎÄÅËÈÐÎÂÀÍÈß ÄÈÄÀÊÒÈ×ÅÑÊÈÕ ÑÈÑÒÅÌ //
ÍÈÐ. Ñîöèàëüíî-ãóìàíèòàðíûå èññëåäîâàíèÿ è òåõíîëîãèè. ¹ 1(22), 2018. Ñ. 20-25.
Ñêà÷àòü ïóáëèêàöèè çà 2018 ãîä ìîæíî çäåñü.
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Mayer R.V. DEPENDENCES OF AMOUNT AND DURABILITY OF THE ACQUIRED KNOWLEDGE FROM DURATION OF LESSONS: RESULTS
OF IMITATING MODELING // GESJ: Education Science and Psychology. 2017. No.4(46). pp. 11-16.
http://gesj.internet-academy.org.ge/edu
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Mayer R.V. IMITATING MODEL OF ASSIMILATION AND FORGETTING OF THE LOGICALLY CONNECTED INFORMATION
// International Journal of Advanced Studies. 2017. Vol. 7. ¹ 2. pp. 64-73.
DOI: 10.12731/2227-930x-2017-2-64-73
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Mayer R.V. ASSIMILATION AND FORGETTING OF THE EDUCATIONAL INFORMATION: RESULTS OF IMITATING
MODELLING // European Journal of Contemporary Education, 2017, 6(4), pp. 739-747.
DOI: 10.13187/ejced.2017.4.739
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Ìàéåð Ð.Â. ÇÀÊÎÍÎÌÅÐÍÎÑÒÈ ÓÑÂÎÅÍÈß, ÇÀÁÛÂÀÍÈß È ÈÌÈÒÀÖÈÎÍÍÎÅ ÌÎÄÅËÈÐÎÂÀÍÈÅ ÎÁÓ×ÅÍÈß
// Èííîâàöèè â îáðàçîâàíèè. 2017.
N5. Ñ. 145-152.
|ÑÊÀ×ÀÒÜ|
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Mayer R.V. COMPUTER SIMULATION OF LEARNING AND FORGETTING OF THE LOGICALLY
RELATED INFORMATION // Modern Europian researches. -- 2017. -- N2. -- pp. 96-105.
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Ìàéåð Ð.Â. ÓÑÂÎÅÍÈÅ È ÇÀÁÛÂÀÍÈÅ ÎÑÌÛÑËÅÍÍÎÉ ÈÍÔÎÐÌÀÖÈÈ: ÌÎÄÅËÈÐÎÂÀÍÈÅ ÍÀ ÊÎÌÏÜÞÒÅÐÅ
// ÍÀÓ×ÍÛÉ ÏÎÒÅÍÖÈÀË. - 2017. - N1. - C 17-22.
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Ìàéåð Ð.Â. ÇÀÊÎÍÎÌÅÐÍÎÑÒÈ ÓÑÂÎÅÍÈß, ÇÀÁÛÂÀÍÈß È ÈÌÈÒÀÖÈÎÍÍÎÅ ÌÎÄÅËÈÐÎÂÀÍÈÅ ÎÁÓ×ÅÍÈß
// Èííîâàöèè â îáðàçîâàíèè. 2017. N5. Ñ. 145-152.
|ÑÊÀ×ÀÒÜ|
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Ìàéåð Ð.Â. ÈÌÈÒÀÖÈÎÍÍÎÅ ÌÎÄÅËÈÐÎÂÀÍÈÅ ÏÐÎÖÅÑÑÀ ÎÁÓ×ÅÍÈß ÊÀÊ ÎÄÈÍ ÈÇ ÌÅÒÎÄΠÑÎÂÐÅÌÅÍÍÎÉ
ÄÈÄÀÊÒÈÊÈ // Äèñòàíöèîííîå è âèðòóàëüíîå îáó÷åíèå. 2017. N3. Ñ. 49-56.
|ÑÊÀ×ÀÒÜ|
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Ìàéåð Ð.Â. ÌÎÄÅËÈÐÎÂÀÍÈÅ ÎÁÓ×ÅÍÈß, ÎÑÍÎÂÀÍÍÎÅ ÍÀ ÏÐÅÄÑÒÀÂËÅÍÈÈ ÎÑÌÛÑËÅÍÍÎÉ
ÈÍÔÎÐÌÀÖÈÈ Â ÂÈÄÅ ÑÈÑÒÅÌÛ ÑÂßÇÀÍÍÛÕ ÝËÅÌÅÍÒΠ// ÍÈÐ. Ñîöèàëüíî-ãóìàíèòàðíûå
èññëåäîâàíèÿ è òåõíîëîãèè. ¹ 2(19), 2017. Ñ. 16-21.
|ÑÊÀ×ÀÒÜ|
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Ìàéåð Ð.Â. ÈÌÈÒÀÖÈÎÍÍÎÅ ÌÎÄÅËÈÐÎÂÀÍÈÅ ÓÑÂÎÅÍÈß È ÇÀÁÛÂÀÍÈß ÎÑÌÛÑËÅÍÍÎÉ ÈÍÔÎÐÌÀÖÈÈ
// Óñïåõè ñîâðåìåííîé íàóêè. 2017. Ò1. ¹ 1. Ñ. 42-44.
Ñêà÷àòü ïóáëèêàöèè çà 2017 ãîä ìîæíî çäåñü.
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Ìàéåð Ð.Â. ÊÎÌÏÜÞÒÅÐÍÀß ÌÎÄÅËÜ Ó×ÅÍÈÊÀ È ÅÅ ÈÑÏÎËÜÇÎÂÀÍÈÅ ÏÐÈ ÀÍÀËÈÇÅ ÏÐÎÖÅÑÑÀ
ÎÁÓ×ÅÍÈß // Èííîâàöèè â îáðàçîâàíèè, N5, 2016. Ñ. 108-115.
|ÑÊÀ×ÀÒÜ|
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Mayer R.V. COMPUTER MODEL OF THE EMPIRICAL KNOWLEDGE OF PHYSICS FORMATION:
COORDINATION WITH TESTING RESULTS // European Journal of Contemporary Education.
Vol. 16, Is. 2, pp. 239-247, 2016. DOI: 10.13187/ejced.2016.16.239
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Ìàéåð Ð.Â. ÊÎÌÏÜÞÒÅÐÍÛÅ ÌÎÄÅËÈ ÏÎÍÈÌÀÍÈß È ÓÑÂÎÅÍÈß Ó×ÅÁÍÎÃÎ ÌÀÒÅÐÈÀËÀ
// Äèñòàíöèîííîå è âèðòóàëüíîå îáó÷åíèå. 2016. ¹ 8. C. 32-38.
|ÑÊÀ×ÀÒÜ|
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Ìàéåð Ð.Â. ÌÎÄÅËÈÐÎÂÀÍÈÅ ÊÀÊ ÌÅÒÎÄ ÈÇÓ×ÅÍÈß ÄÈÄÀÊÒÈ×ÅÑÊÈÕ ÑÈÑÒÅÌ
// Áþëëåòåíü íàóêè è ïðàêòèêè. Ýëåêòðîí. æóðí. 2016. ¹9 (10). C.227-234.
http://www.bulletennauki.com/maier
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Mayer R. ABOUT THE USING OF THE COMPUTER MODELS FOR STUDYING OF THE DIDACTIC
SYSTEMS // ICERI2016 Proceedings. 9th International Conference of Education,
Research and Innovation. - Seville (Spain), 2016. - pp. 8664-8674.
|ÑÊÀ×ÀÒÜ|
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Ìàéåð Ð.Â. ÈÌÈÒÀÖÈÎÍÍÎÅ ÌÎÄÅËÈÐÎÂÀÍÈÅ ÎÁÓ×ÅÍÈß Â ØÊÎËÅ // European Research: Innovation in
Science, Education and Technology // European research ¹ 12 (23) / Ñá. ñò. ïî ìàò.:
ÕXIII ìåæä. íàó÷.-ïðàêò. êîíô. (United Kingdom, London, 28-29 December 2016). - C.69-73.
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Mayer R.V. COMPUTER MODEL OF THE PHYSICAL FACTS LEARNING // International
Journal of Current Science Research. - Volume 2. Issue 1. 2016. pp. 198-203.
www.drbgrpublications.in
|ÑÊÀ×ÀÒÜ|
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Ìàéåð Ð.Â. ÈÇÓ×ÅÍÈÅ ÈÌÈÒÀÖÈÎÍÍÎÉ ÌÎÄÅËÈ Ó×ÅÍÈÊÀ ÌÅÒÎÄÎÌ ÑÒÀÒÈÑÒÈ×ÅÑÊÈÕ
ÈÑÏÛÒÀÍÈÉ // Æóðíàë , Òîì 2, ¹ 3 (ìàðò, 2016) Ìàòåðèàëû
Ìåæäóíàðîäíîé çàî÷íîé íàó÷íî-ïðàêòè÷åñêîé êîíôåðåíöèè <×åëîâå÷åñêîå
ðàçâèòèå: âûçîâû è ïåðñïåêòèâû> (Åêàòåðèíáóðã) http://progress-human.com/
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Ìàéåð Ð.Â. ÊÎÌÏÜÞÒÅÐÍÀß ÌÎÄÅËÜ Ó×ÅÍÈÊÀ È ÅÅ ÈÑÏÎËÜÇÎÂÀÍÈÅ ÏÐÈ ÀÍÀËÈÇÅ ÏÐÎÖÅÑÑÀ
ÎÁÓ×ÅÍÈß // Èííîâàöèè â îáðàçîâàíèè, N5, 2016. Ñ. 108-115.
|ÑÊÀ×ÀÒÜ|
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Ìàéåð Ð.Â. ÊÎÌÏÜÞÒÅÐÍÀß ÌÎÄÅËÜ ÏÐÎÖÅÑÑÀ ÓÏÐÀÂËÅÍÈß ÄÈÄÀÊÒÈ×ÅÑÊÎÉ ÑÈÑÒÅÌÎÉ
ÈÍÔÎÐÌÀÖÈÎÍÍÎ-ÊÈÁÅÐÍÅÒÈ×ÅÑÊÈÉ ÏÎÄÕÎÄ // Ïðîáëåìû óïðàâëåíèÿ, N3, 2016.
Ñ. 58-64.
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Mayer R.V. COMPUTER MODEL OF THE EMPIRICAL KNOWLEDGE OF PHYSICS FORMATION:
COORDINATION WITH TESTING RESULTS // European Journal of Contemporary Education.
Vol. 16, Is. 2, pp. 239-247, 2016. DOI: 10.13187/ejced.2016.16.239
|ÑÊÀ×ÀÒÜ|
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Ìàéåð Ð.Â. ÊÎÌÏÜÞÒÅÐÍÛÅ ÌÎÄÅËÈ ÏÎÍÈÌÀÍÈß È ÓÑÂÎÅÍÈß Ó×ÅÁÍÎÃÎ ÌÀÒÅÐÈÀËÀ
// Äèñòàíöèîííîå è âèðòóàëüíîå îáó÷åíèå. 2016. ¹ 8. C. 32-38.
|ÑÊÀ×ÀÒÜ|
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Ìàéåð Ð.Â. ÌÎÄÅËÈÐÎÂÀÍÈÅ ÊÀÊ ÌÅÒÎÄ ÈÇÓ×ÅÍÈß ÄÈÄÀÊÒÈ×ÅÑÊÈÕ ÑÈÑÒÅÌ //
Áþëëåòåíü íàóêè è ïðàêòèêè. Ýëåêòðîí. æóðí. 2016. ¹9 (10). C.227-234.
http://www.bulletennauki.com/maier
|ÑÊÀ×ÀÒÜ|
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Ìàéåð Ð.Â. Î ÌÀÒÅÌÀÒÈ×ÅÑÊÎÌ È ÈÌÈÒÀÖÈÎÍÍÎÌ ÌÎÄÅËÈÐÎÂÀÍÈÈ ÄÈÄÀÊÒÈ×ÅÑÊÈÕ ÑÈÑÒÅÌ
// Ïñèõîëîãèÿ, ñîöèîëîãèÿ è ïåäàãîãèêà. 2015. ¹ 10 [Ýëåêòðîííûé ðåñóðñ].
URL: http://psychology.snauka.ru/2015/10/5895
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Mayer R.V. COMPUTER-ASSISTED SIMULATION METHODS OF LEARNING PROCESS //
European Journal of Contemporary Education, 2015, Vol. 13, Is. 3,
pp. 198-212, 2015. DOI: 10.13187/ejced.2015.13.198
|ÑÊÀ×ÀÒÜ|
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Ìàéåð Ð.Â. ÐÅÇÓËÜÒÀÒÛ ÈÌÈÒÀÖÈÎÍÍÎÃÎ ÌÎÄÅËÈÐÎÂÀÍÈß ÎÁÓ×ÅÍÈß Â 11-ËÅÒÍÅÉ ØÊÎËÅ
// Ñîâðåìåííûå íàó÷íûå èññëåäîâàíèÿ è èííîâàöèè. 2015. ¹ 11 [Ýëåêòðîííûé
ðåñóðñ]. URL: http://web.snauka.ru/issues/2015/11/59115
|ÑÊÀ×ÀÒÜ|
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Mayer R.V. DEPENDENCE OF TRAINING RESULT ON ALTERNATION OF THE EDUCATION
MATERIAL: COMPUTER SIMULATION // Èííîâàöèîííàÿ íàóêà, 2015, N 11,
×àñòü 2, p. 144-146.
|ÑÊÀ×ÀÒÜ|
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Ìàéåð Ð. Â. ÈÌÈÒÀÖÈÎÍÍÎÅ ÌÎÄÅËÈÐÎÂÀÍÈÅ ÈÇÓ×ÅÍÈß ÑÒÓÄÅÍÒÀÌÈ ÂÓÇÎÂÑÊÎÃÎ ÊÓÐÑÀ,
Ó×ÈÒÛÂÀÞÙÅÅ ÏÑÈÕÎËÎÃÈ×ÅÑÊÈÅ ÇÀÊÎÍÎÌÅÐÍÎÑÒÈ ÓÑÂÎÅÍÈß È ÇÀÁÛÂÀÍÈß // Êîíöåïò.
- 2015. - ¹ 12 (äåêàáðü). - ART 15430. - URL:
http://e-koncept.ru/2015/15430.htm.
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Ìàéåð Ð.Â. ÇÀÂÈÑÈÌÎÑÒÜ ÏÎÍÈÌÀÍÈß ÎÒ ÑÊÎÐÎÑÒÈ ÑÎÎÁÙÅÍÈß ÈÍÔÎÐÌÀÖÈÈ: ÈÌÈÒÀÖÈÎÍÍÎÅ
ÌÎÄÅËÈÐÎÂÀÍÈÅ // Ïñèõîëîãèÿ, ñîöèîëîãèÿ è ïåäàãîãèêà. 2016. ¹ 1
[Ýëåêòðîííûé ðåñóðñ]. URL: http://psychology.snauka.ru/2016/01/6342
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Mayer, R.V. RESEARCH OF THE MULTICOMPONENT PUPIL'S MODEL ON THE COMPUTER
// Advanced Studies in Science. London. Volume IV. 2015. pp. 81 - 95.
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Ìàéåð Ð.Â. ÎÑÍÎÂÍÀß ÇÀÄÀ×À ÌÀÒÅÌÀÒÈ×ÅÑÊÎÉ ÒÅÎÐÈÈ ÎÁÓ×ÅÍÈß È ÅÅ ÐÅØÅÍÈÅ
ÌÅÒÎÄÎÌ ÈÌÈÒÀÖÈÎÍÍÎÃÎ ÌÎÄÅËÈÐÎÂÀÍÈß // Ìåæäóíàðîäíûé æóðíàë ïðèêëàäíûõ
è ôóíäàìåíòàëüíûõ èññëåäîâàíèé. - 2014. - N 2 - ñòð. 36-39.
URL: www.rae.ru/upfs/?section=content&op=show_article&article_id=5002
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Ìàéåð Ð.Â. ÊÎÌÏÜÞÒÅÐÍÀß ÌÎÄÅËÜ ÎÁÓ×ÅÍÈß Ñ ÈÇÌÅÍßÞÙÈÌÑß ÊÎÝÔÔÈÖÈÅÍÒÎÌ
ÇÀÁÛÂÀÍÈß -- INTERNATIONAL JOURNAL OF OPEN INFORMATION TECHNOLOGIES
-- Vol 2, No 1 (2014). - pp. 12-16. (http://injoit.org/index.php/j1)
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Ìàéåð Ð.Â. ÈÌÈÒÀÖÈÎÍÍÀß ÌÎÄÅËÜ ÏÐÎÖÅÑÑÀ ÎÁÓ×ÅÍÈß //
Íàó÷íûé ýëåêòðîííûé àðõèâ. URL: http://econf.rae.ru/article/6645
(äàòà îáðàùåíèÿ: 29.04.2012).
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Ìàéåð Ð.Â. ÈÑÑËÅÄÎÂÀÍÈÅ ÌÍÎÃÎÊÎÌÏÎÍÅÍÒÍÎÉ ÌÎÄÅËÈ ÎÁÓ×ÅÍÈß ÍÀ ÝÂÌ
// Íàóêà è ñîâðåìåííîñòü -- 2012: Ñáîðíèê ìàòåðèàëîâ
XVI Ìåæäóíàðîäíîé íàó÷íî--ïðàêòè÷åñêîé êîíôåðåíöèè: â 2-õ
÷àñòÿõ. ×àñòü 2. -- Íîâîñèáèðñê: Èçäàòåëüñòâî ÍÃÒÓ, 2012. -- 33--38 c.
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Ìàéåð Ð.Â. ÊÈÁÅÐÍÅÒÈ×ÅÑÊÈÉ ÏÎÄÕÎÄ Ê ÈÑÑËÅÄÎÂÀÍÈÞ ÏÐÎÖÅÑÑÀ ÎÁÓ×ÅÍÈß
// Ïðàêòè÷åñêàÿ ïñèõîëîãèÿ: Èíòåíñèâíûå ìåòîäû è òåõíîëîãèè â îáó÷åíèè
è ðàçâèòèè ëè÷íîñòè: ñá. íàó÷. ñò. -- Ãëàçîâ: Ãëàçîâñê. ãîñ. ïåä. èí-ò,
2013. -- Ñ. 49--59.
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Ìàéåð Ð.Â. ÈÌÈÒÀÖÈÎÍÍÎÅ ÌÎÄÅËÈÐÎÂÀÍÈÅ ÏÐÎÖÅÑÑÀ ÔÎÐÌÈÐÎÂÀÍÈß ÝÌÏÈÐÈ×ÅÑÊÈÕ
ÇÍÀÍÈÉ Ó Ó×ÀÙÈÕÑß ÏÎ ÔÈÇÈÊÅ // Ïñèõîëîãèÿ, ñîöèîëîãèÿ è ïåäàãîãèêà. -
Ìàé, 2013 [Ýëåêòðîííûé ðåñóðñ]. URL: http:// psychology.snauka.ru/ 2013/ 05/2222
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Mayer R.V. IMITATIONAL MODELLING FORMATION OF STUDENT'S EMPIRIC
KNOWLWDGE // Creativity in physics education. -- Budapest:
Eotvos Physical Sosiety, 1997. -- p. 284-289.
| ÑÊÀ×ÀÒÜ | |
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Ìàéåð Ð.Â. ÇÀÂÈÑÈÌÎÑÒÜ ÎÏÒÈÌÀËÜÍÎÃÎ ÂÐÅÌÅÍÈ ÈÇÓ×ÅÍÈß ÝÓÌ ÎÒ ÈÕ ÑËÎÆÍÎÑÒÈ:
ÌÎÄÅËÈÐÎÂÀÍÈÅ ÍÀ ÊÎÌÏÜÞÒÅÐÅ // Ìåæäóíàðîäíûé æóðíàë ïðèêëàäíûõ è
ôóíäàìåíòàëüíûõ èññëåäîâàíèé. - 2014. - ¹ 9 - ñòð. 16-20
URL: www.rae.ru/upfs/?section=content&op=show_article&article_id=5779
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Mayer R.V. RESEARCH OF DIDACTIC SYSTEMS WITH USE OF METHODS OF COMPUTER
MODELLING // Psychology, sociology and pedagogy. - July 2014. - ¹ 7
[Electronic journal]. URL: http://psychology.snauka.ru/en/2014/07/3406
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Ìàéåð Ð.Â. ÎÁÎÁÙÅÍÍÀß ÈÌÈÒÀÖÈÎÍÍÀß ÌÎÄÅËÜ ÎÁÓ×ÅÍÈß È ÅÅ ÈÑÑËÅÄÎÂÀÍÈÅ ÍÀ
ÏÝÂÌ // Ïñèõîëîãèÿ, ñîöèîëîãèÿ è ïåäàãîãèêà. -- Àïðåëü, 2013 [Ýëåêòðîííûé
ðåñóðñ]. URL: http://psychology.snauka.ru/2013/04/2054
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Ìàéåð Ð.Â. Ó×ÅÒ ÈÇÌÅÍÅÍÈß ÏÐÎ×ÍÎÑÒÈ ÇÍÀÍÈÉ ÏÐÈ ÎÁÓ×ÅÍÈÈ: ÌÎÄÅËÈÐÎÂÀÍÈÅ
 ÝËÅÊÒÐÎÍÍÛÕ ÒÀÁËÈÖÀÕ EXCEL // Ñîâðåìåííûå íàó÷íûå èññëåäîâàíèÿ è
èííîâàöèè. 2015. ¹ 1 [Ýëåêòðîííûé ðåñóðñ].
URL: http://web.snauka.ru/issues/2015/01/45010
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Ìàéåð Ð.Â. ÊÎÌÏÜÞÒÅÐÍÀß ÄÂÓÕÊÎÌÏÎÍÅÍÒÍÀß ÂÅÐÎßÒÍÎÑÒÍÀß ÌÎÄÅËÜ ÈÇÓ×ÅÍÈß
ÄÈÑÖÈÏËÈÍÛ // Ñîâðåìåííîå îáðàçîâàíèå. - 2015. - ¹ 1. - Ñ.42-52. DOI:
10.7256/2409-8736.2015.1.13701.
URL: http://e-notabene.ru/pp/article_13701.html
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Ìàéåð Ð.Â. ÄÂÓÕÊÎÌÏÎÍÅÍÒÍÀß ÌÎÄÅËÜ ÈÇÓ×ÅÍÈß ÊÓÐÑÀ: ÐÅÇÓËÜÒÀÒÛ
ÈÌÈÒÀÖÈÎÍÍÎÃÎ ÌÎÄÅËÈÐÎÂÀÍÈß // Ïñèõîëîãèÿ, ñîöèîëîãèÿ è ïåäàãîãèêà.
2014. ¹ 11 [Ýëåêòðîííûé ðåñóðñ].
URL: http://psychology.snauka.ru/2014/11/3835
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Ìàéåð Ð.Â. ÐÀÇËÈ×ÍÛÅ ÌÎÄÅËÈ ÏÐÎÖÅÑÑÀ ÎÁÓ×ÅÍÈß, ÎÑÍÎÂÀÍÍÛÅ ÍÀ ×ÈÑËÅÍÍÎÌ
ÐÅØÅÍÈÈ ÄÈÔÔÅÐÅÍÖÈÀËÜÍÛÕ ÓÐÀÂÍÅÍÈÉ // Ñîâðåìåííûå íàó÷íûå èññëåäîâàíèÿ
è èííîâàöèè. - Îêòÿáðü 2013. - ¹ 10 [Ýëåêòðîííûé ðåñóðñ]. URL:
http://web.snauka.ru/issues/2013/10/27818 (äàòà îáðàùåíèÿ: 21.10.2013).
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Ìàéåð Ð.Â. ÌÍÎÃÎÊÎÌÏÎÍÅÍÒÍÀß ÌÎÄÅËÜ ÎÁÓ×ÅÍÈß È ÅÅ ÈÑÏÎËÜÇÎÂÀÍÈÅ ÄËß
ÈÑÑËÅÄÎÂÀÍÈß ÄÈÄÀÊÒÈ×ÅÑÊÈÕ ÑÈÑÒÅÌ// Ôóíäàìåíòàëüíûå èññëåäîâàíèÿ:
Ïåäàãîãè÷åñêèå íàóêè. -- 2013. -- N 10. -- Ñ. 2524 -- 2528.
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Ìàéåð Ð.Â. ÐÅØÅÍÈÅ ÇÀÄÀ× ÌÀÒÅÌÀÒÈ×ÅÑÊÎÉ ÒÅÎÐÈÈ ÎÁÓ×ÅÍÈß ÌÅÒÎÄÎÌ ÊÎÌÏÜÞÒÅÐÍÎÃÎ
ÌÎÄÅËÈÐÎÂÀÍÈß// Ïåðñïåêòèâû íàóêè è îáðàçîâàíèÿ -- 2013 -- N 5 -- Ñ. 95-100.
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ðåøåíèå ôèçè÷åñêèõ çàäà÷ â MathCAD ðåøåíèå ôèçè÷åñêèõ çàäà÷ â MathCAD
ðåøåíèå ôèçè÷åñêèõ çàäà÷ â MathCAD ðåøåíèå ôèçè÷åñêèõ çàäà÷ â MathCAD
ðåøåíèå ôèçè÷åñêèõ çàäà÷ â MathCAD ðåøåíèå ôèçè÷åñêèõ çàäà÷ â MathCAD
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