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1. |
Investigations on cubic polynomials |
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International Journal of Mathematical Education in Science and Technology,
Volume 23,
Issue 2,
1992,
Page 167-173
Serdar Beji†,
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摘要:
Several investigations on cubic polynomials are presented. The studies reported here deal with certain relationships which hold between the roots of the general cubic equation and other appropriate parameters derived from the same polynomial. Each section is organized in a monotonic sequence; that is, statement, demonstration and verification.
ISSN:0020-739X
DOI:10.1080/0020739920230201
出版商:Taylor & Francis Group
年代:1992
数据来源: Taylor
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2. |
Student perceptions of projects in learning calculus |
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International Journal of Mathematical Education in Science and Technology,
Volume 23,
Issue 2,
1992,
Page 175-192
M. R. Conley,
C. L. Steussy,
M. S. Cohen,
E. D. Gaughan,
R. A. Knoebel,
D. S. Kurtz,
D. J. Pengelley,
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摘要:
This study presents a summary of perceptions expressed by students in response to university courses in calculus and differential equations that featured implementation of a discovery learning pilot programme. The programme used multi‐stage, multi‐task ‘projects’, with extended periods allocated for completion and requiring formal written reports of solutions. Project assignments included both independent and group work.
ISSN:0020-739X
DOI:10.1080/0020739920230202
出版商:Taylor & Francis Group
年代:1992
数据来源: Taylor
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3. |
The 6‐3‐3‐4 education system and tertiary mathematics curriculum—A case for matching the objectives in senior secondary mathematics curriculum with the preparatory stance of the teacher |
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International Journal of Mathematical Education in Science and Technology,
Volume 23,
Issue 2,
1992,
Page 193-202
DanO. Ihejieto,
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摘要:
The National Policy of Education (revised 1981) professes a functional literacy dimension to educational attainments in the Federal Republic of Nigeria. Consequently, obvious and unavoidable steps were adopted by government for the purposes of ensuring the realization of this functional literacy element in the system. One such step bordered on the revision/restructuring of school curricula at the appropriate levels.
ISSN:0020-739X
DOI:10.1080/0020739920230203
出版商:Taylor & Francis Group
年代:1992
数据来源: Taylor
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4. |
How many sides has a polygon, on average? |
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International Journal of Mathematical Education in Science and Technology,
Volume 23,
Issue 2,
1992,
Page 203-210
M. J. Glencross,
A. V. Boyd,
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摘要:
This article describes how a biological modelling technique, originally applied to random cell division in a plane, may be adapted as a mathematical model for the generation of a set of random polygons. The mean number of sides of a randomly chosen polygon from this set is then determined and found to be 4.
ISSN:0020-739X
DOI:10.1080/0020739920230204
出版商:Taylor & Francis Group
年代:1992
数据来源: Taylor
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5. |
Lexical knowledge and mathematics education in science and technology in Papua New Guinea |
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International Journal of Mathematical Education in Science and Technology,
Volume 23,
Issue 2,
1992,
Page 211-218
Stewart Marshall,
Marion Gilmour,
Don Lewis,
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摘要:
For mathematics students in schools and universities in Papua New Guinea, English is usually a second (or third or fourth) language. Often, the difficulties that these students have with mathematical questions arise not because they have problems with the required mathematical operations but because they have problems with reading English. This seems to be the case even at tertiary level. Research on other second language learners seems to show that inadequate lexical knowledge is very often the origin of poor reading comprehension.
ISSN:0020-739X
DOI:10.1080/0020739920230205
出版商:Taylor & Francis Group
年代:1992
数据来源: Taylor
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6. |
A combined‐methodologies approach to problem solving in management science courses |
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International Journal of Mathematical Education in Science and Technology,
Volume 23,
Issue 2,
1992,
Page 219-223
NeilB. Marks,
RichardH. Mcclure,
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摘要:
In this paper it is suggested that an effective way to teach the introductory management science/operations research course is to tie together techniques in solving some fairly complex, realistic problems. A multistage process of analysis called the combined‐methodologies approach (CMA) is proposed. A queueing design problem is given as an example. Its solution requires the use of simulation, regression analysis, and goal programming. The particular techniques applied under CMA are specific to the situation under study. The authors believe the approach will increase student interest and address some criticisms of MS/OR instruction in universities.
ISSN:0020-739X
DOI:10.1080/0020739920230206
出版商:Taylor & Francis Group
年代:1992
数据来源: Taylor
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7. |
Mathematics in sport: II |
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International Journal of Mathematical Education in Science and Technology,
Volume 23,
Issue 2,
1992,
Page 225-233
D. S. F. Crothers,
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摘要:
Newton's laws and coded sequences are used to explore sport mathematically. Track and field athletics, American, association, Gaelic and rugby football, golf, rowing, skating, snooker and hockey, among others, provide illustrations. Mathematical considerations include classical mechanics; linear and angular momentum, work, impulse, kinetic and gravitational energy, simple harmonic motion, friction, rolling, rotating frames, Euler angles and projectiles.
ISSN:0020-739X
DOI:10.1080/0020739920230207
出版商:Taylor & Francis Group
年代:1992
数据来源: Taylor
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8. |
A hypergeometric formulation of Fermat's Last Theorem |
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International Journal of Mathematical Education in Science and Technology,
Volume 23,
Issue 2,
1992,
Page 235-238
AllenR. Miller,
Emanuel Vegh,
WilliamP. Wardlaw,
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摘要:
Solutions of Fermat's last equation are expressed in terms of Wright's generalized hypergeometric function. Some of the properties of these solutions are discussed and an equivalent form of Fermat's conjecture is given in terms of them.
ISSN:0020-739X
DOI:10.1080/0020739920230208
出版商:Taylor & Francis Group
年代:1992
数据来源: Taylor
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9. |
Overgeneralization in mathematics and science: the effect of external similarity |
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International Journal of Mathematical Education in Science and Technology,
Volume 23,
Issue 2,
1992,
Page 239-248
Ruth Stavy,
Dina Tirosh,
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摘要:
In the course of a research project now in progress, two pairs of externally similar but essentially different problems were presented to 7th‐12th grade students. In each pair, one problem related to infinity and the second to the paniculate nature of matter. The first pair pertained to a process of successive division (of a line segment and a copper wire respectively). Students were asked to judge whether each process will come to an end. For the second pair students were asked to compare the number of points/atoms in two differently sized line segments/copper wires. Our data show most students unable to differentiate between the two theoretical frameworks (mathematics vs. science). A substantial number of students hold a generalized finite viewpoint and solve all problems from this perspective. With age and/or instruction students lose this finite perspective and respond to the problems according to their external features. Successive division in both mathematics and science triggered ‘infinite’ responses whereas both comparison problems yielded finite responses.
ISSN:0020-739X
DOI:10.1080/0020739920230209
出版商:Taylor & Francis Group
年代:1992
数据来源: Taylor
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10. |
Pre‐Robinson approach to the theory of infinitesimals |
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International Journal of Mathematical Education in Science and Technology,
Volume 23,
Issue 2,
1992,
Page 249-255
D. Singh,
S. K. Singh,
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摘要:
This expository article presents a concise but up‐to‐date account of pre‐Robinson treatment of infinitesimals. It is reiterated that, though the application of infinitesimals appeared in earlier works, it was fully vindicated in the works of Newton, Leibniz, the Bernoulli brothers and Euler. It is noted that, despite Berkeley's scepticism and absence of precise logical foundation, the mathematics of infinitesimals did continue to flourish, both in applicative and foundational domains, until the final setting of the system of real numbers on axiomatic foundation in the nineteenth century when mathematicians could see ‘clearly’ that the existence of infinitesimals led to inconsistency. Subsequently a completely new foundation of calculus based on the concept of ‘limit’ and its ‘epsilon‐delta’ definition (in terms of ordinary real numbers) was led by Cauchy and Weierstrass. A host of problems which reflected the need for more ‘sensitive’ numbers than the Cauchy‐Weierstrass foundation purported is presented. Finally, it is noted that prior to Robinson's work in 1960, in which he reinvented the method of infinitesimals called ‘non‐standard’ analysis in order to exploit the powerful newly developed formal language theory, the concept of infinitesimals remained as borne out of necessity only.
ISSN:0020-739X
DOI:10.1080/0020739920230210
出版商:Taylor & Francis Group
年代:1992
数据来源: Taylor
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