Teaching a Mathematical Proof by Exposition or The ‘Let us Define a Function’ Syndrome
作者:
ShmuêlM. Avital*,
期刊:
International Journal of Mathematical Education in Science and Technology
(Taylor Available online 1973)
卷期:
Volume 4,
issue 2
页码: 143-147
ISSN:0020-739X
年代: 1973
DOI:10.1080/0020739730040209
出版商: Taylor & Francis Group
数据来源: Taylor
摘要:
It is a well‐established fact that students learn better and retain longer the material to which they have been exposed in a meaningful way. A mathematical proof becomes more meaningful if an effort is made not only to point out the logical chain of assumptions and theorems that lead to the proof but also to explain the psychological background and motivation that led its author to take the particular steps he did.
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