摘要:

This paper is about the method by which young children learn the nature of number. By arguments in the language of the primitives, in the history of number, and in the modern approaches to teaching number concepts, we establish that numbers are understood by most people to be qualitative, rather than quantitative. Accordingly, we employ this idea to conduct real experiments to teach young children with a qualitative sense of number. We conclude by restating the principle that education is life itself. Children should and can learn number qualitatively, since their cognitive psychology of number is quantitative, not quantitative, at an early age.

ISSN:0020-739X    

DOI:10.1080/0020739830140311

出版商:Taylor & Francis Group    

年代:1983

数据来源: Taylor

摘要:

This article is a report of an experiment in the direction of creating an awareness for the Culture, Excitement and Relevance of Mathematics in students who do not major in mathematics. In order to appreciate the deeper aspects of mathematics, it is not always necessary to go through the standard set of graduate courses in mathematics. For a student who has the basic rudiments of mathematics to become a professional either in the non‐mathematical sciences or in the engineering sciences etc., it is perhaps possible to design a single course which will show him what is beyond in the citadel of mathematics.

ISSN:0020-739X    

DOI:10.1080/0020739830140312

出版商:Taylor & Francis Group    

年代:1983

数据来源: Taylor

摘要:

The article discusses the educational potential and special advantages of a mathematical laboratory in the teaching of mathematics at the pre‐calculus level. The laboratory envisaged is equipped with a set of microcomputers or programmable pocket calculators, which play a central role in the teaching process, with particular emphasis on algorithmization. As a typical laboratory subject we concentrate on the approximation of areas to a prescribed accuracy, including the appropriate error analysis. Different types of approximations, with progressively increasing efficiency, are examined and their laboratory implementation discussed. Extensions and generalizations are indicated for more advanced mathematical education.

ISSN:0020-739X    

DOI:10.1080/0020739830140313

出版商:Taylor & Francis Group    

年代:1983

数据来源: Taylor

ISSN:0020-739X    

DOI:10.1080/0020739830140314

出版商:Taylor & Francis Group    

年代:1983

数据来源: Taylor