This paper presents mathematical models to estimate the kinematics and dynamics of wheeled and tracked robots. The models account for the physical–mechanical characteristics of the ground, the influence of the center of gravity displacement on the cornering moment of resistance, and the influence of the interaction of the crawler with the roadway. The results of the models are characterized by defining computational relationships for a robot’s equations of motion, longitudinal forces, transverse forces, and resistive turning moments generated via longitudinal forces and transverse forces.

This study aims at highlighting the relationship between mastery learning models and academic performance in mathematics, moderated by the number of hours allotted to studying mathematics. There are 305 first to eighth-grade students who learn at Nae A. Ghica Middle School in Romania. Students in sixth, seventh, and eighth grades (n=101) were selected to participate in this research because they study both algebra and geometry. We have used purposive sampling to control certain variables, i.e., mastery learning strategies and academic performance. The data were analyzed in Jamovi (2022). The level of performance was measured according to the progress students made. Data analysis revealed that the moderation effect of the time each student allocated to studying mathematics individually is not statistically significant in the relationship between the mastery learning model and academic performance in mathematics. This study was conducted on a small number of students, so it is recommended to be expanded on a larger scale.

COVID-19 pandemic has had a great influence on educational systems all over the world. The changes which occurred during the last year and a half were related to adapting the teaching-learning process to the online environment, to students’ and teachers’ behaviour regarding the way they got involved in educational activities, and to the lack of proper training for both categories. The mastery learning model can be adapted to the new teaching and learning conditions, being a great advantage, especially for students who encounter different difficulties in learning mathematics. The purpose of this qualitative research was to determine how effective the implementation of a mastery learning strategy is for both in-class and online math lessons. The implemented mastery learning strategies found a fertile ground in this new learning environment and have revealed that math anxiety and test anxiety were reduced due to the constant use of formative assessments and to the opportunity to revise contents that had not been previously understood.