摘要:

Caused by the usual lack of synchronization between physics and mathematics teaching in undergraduate engineering programmes a need has grown up for ad hoc mathematical methods to be used in physics. It is argued that these methods are used even when the pre‐requisite knowledge is positively present.

ISSN:0020-739X    

DOI:10.1080/0020739800110301

出版商:Taylor & Francis Group    

年代:1980

数据来源: Taylor

摘要:

This paper looks at the feasibility of producing simple computer programs to perform algebra and calculus as part of computer‐assisted learning packages.

ISSN:0020-739X    

DOI:10.1080/0020739800110302

出版商:Taylor & Francis Group    

年代:1980

数据来源: Taylor

摘要:

Inthis paper an alternative approach to changing negative attitudes toward mathematics is described. The approach concentrates on increasing the confidence level of the student relative to the basic math skills. The results of an experimental class employing this approach are discussed.

ISSN:0020-739X    

DOI:10.1080/0020739800110303

出版商:Taylor & Francis Group    

年代:1980

数据来源: Taylor

摘要:

The title may be read in a number of ways depending on the punctuation at the end (?,.,!) and the stress on the words. The movement under this title is critically examined to investigate one aspect of mathematical education in some detail.

ISSN:0020-739X    

DOI:10.1080/0020739800110304

出版商:Taylor & Francis Group    

年代:1980

数据来源: Taylor

摘要:

There has been a reform in mathematics all over the world for a long time, called ‘New Math’. Its main area is elementary and secondary school; sometimes it spreads over to universities and colleges.

ISSN:0020-739X    

DOI:10.1080/0020739800110305

出版商:Taylor & Francis Group    

年代:1980

数据来源: Taylor

摘要:

There are two main arguments underlying the claims for the value of interactive computer programming used by students to model mathematical ideas. One is concerned with mathematical content, i.e. with mathematics as an object of study. The other is concerned with mathematical activity, i.e. doing mathematics, or ‘Mathematicking’ [1]. Both content and activity include processes and these provide the main links with programming. Examples of processes in the content of mathematics are addition, transformation and integration, and these can be described by instructions in a computer program. Examples of process in the activity are problem‐solving, proof generation and pattern finding which can be described by analogy to program building and debugging. We assess the arguments for programming, in relation to the training of teachers, and describe a pilot‐study in which student teachers with mathematical difficulties were taught the programming language LOGO. Observation of the students, learning the language and using it to manipulate computer models of mathematical ideas, which they had not understood previously, highlights both advantages and disadvantages in this approach. The problem of the representation of mathematical ideas within programming projects is discussed.

ISSN:0020-739X    

DOI:10.1080/0020739800110306

出版商:Taylor & Francis Group    

年代:1980

数据来源: Taylor

摘要:

The presentation is based on the experience gained in developing and running a course on mathematical modelling for graduate teachers of mathematics, from secondary schools and colleges of F.E., on an M.Sc. course in Mathematical Education. Details are discussed of the rationale, objectives and content of the course, together with assessment methods.

ISSN:0020-739X    

DOI:10.1080/0020739800110307

出版商:Taylor & Francis Group    

年代:1980

数据来源: Taylor

摘要:

The cognitive method, which originally was a self‐contained method for transforming verbal problems into equations, equation systems, inequalities, etc—assuming, of course, that the verbal problems lead to them at all—is now incorporated into the Psychomathematically Based Teaching Method, PBTM. Furthermore, the cognitive method was found (the verb ‘found’ is employed to avoid the general philosophical question, whether a mathematical definition, theorem, method, etc. is discovered or invented) merely empirically and only later was its theoretical base discovered. Doing, learning and teaching mathematics is concerned both with mathematics itself and human behaviour, i.e., it is concerned with psychomathematics. So the foundation of the cognitive method is also twofold: mathematical and psychological, i.e. psychomathematical.

ISSN:0020-739X    

DOI:10.1080/0020739800110308

出版商:Taylor & Francis Group    

年代:1980

数据来源: Taylor

摘要:

A systematic study of the mathematical competence of all first‐year engineering undergraduates at Plymouth Polytechnic is described. Fundamental and widespread deficiencies are identified in such topics as handling inequalities, the algebraic manipulation of indices, and factorization of quadratics. In attempting to remedy a situation which appears to be deteriorating year by year, a self‐instructional remedial course has been designed. Evidence is cited that the course has been generally well received by the first group of students, and that it has contributed to the alleviation of some deficiencies. Other institutions are invited to participate in the further monitoring of student competence and the development of remedial material.

ISSN:0020-739X    

DOI:10.1080/0020739800110309

出版商:Taylor & Francis Group    

年代:1980

数据来源: Taylor

摘要:

This paper suggests the use of simulation techniques using a programmable calculator in the study of chemical reactions.

ISSN:0020-739X    

DOI:10.1080/0020739800110310

出版商:Taylor & Francis Group    

年代:1980

数据来源: Taylor