摘要:

A study of teaching mathematical concepts with computers, based on a series of experiments with pairs of students of the third class of high school (13‐14 years old), is presented. The proposed methodology is focused on the generation of teaching programs, that consist of two subprograms, namely the program‐game and the program‐'anthyphairesis’. Some positive conclusions of this study indicate that during the teaching process the capability of the students to see and check the actual results on the screen (VDU), and the use of geometrical figures (diagrams) with the accuracy that is offered by the computer graphics as well as the movement of figures, were the dominant factors for the understanding of the mathematical concepts being presented. It was also found that the presence of a qualified teacher is necessary for explaining certain difficult concepts from the student's point of view.

ISSN:0020-739X    

DOI:10.1080/0020739950260401

出版商:Taylor & Francis Group    

年代:1995

数据来源: Taylor

摘要:

In its bid to contribute to the various efforts aimed at improving the teaching/learning of mathematics in our schools, the National Mathematical Centre, Abuja, instituted a workshop on the production of teaching modules in the school system in the country. This simple paper concerns itself with the provision of guidelines aimed at preparing appropriate teaching modules in mathematics with special attention, focused on applied mathematics that has been introduced into the mathematics curriculum through the avenue of the further mathematics programme. In what follows, the mechanics section of the curriculum is broken down into eleven (11) units: a critical appraisal is made of projectiles in two dimensions; in the realm of equation of motion, time of flight, the range and maximum height attainable by a particle on projection.

ISSN:0020-739X    

DOI:10.1080/0020739950260402

出版商:Taylor & Francis Group    

年代:1995

数据来源: Taylor

摘要:

diag(1, ..s.,1,−1,.r−s..,−1,0,.n−r..,0)

ISSN:0020-739X    

DOI:10.1080/0020739950260403

出版商:Taylor & Francis Group    

年代:1995

数据来源: Taylor

摘要:

This paper provides a coherent collection of metaphors and physical analogies which help to explain the nature of the processes depicted by autoregressive integrated moving average (ARIMA) models and which help in deriving their forecast functions. ARIMA models are widely used in the social sciences; but, all too often, their predictions go awry. In seeking to determine whether major errors of prediction are due to the inapproriateness of the models or to a failure to apply them correctly, it is useful to bear in mind their physical analogies.

ISSN:0020-739X    

DOI:10.1080/0020739950260404

出版商:Taylor & Francis Group    

年代:1995

数据来源: Taylor

摘要:

Lecturers teaching mathematics to students in faculties other than science face the problem of having to cater for students with heterogeneous backgrounds. Students with gaps in their mathematical knowledge, overseas students, mature‐age students and women are the ones who suffer most in these courses. The Mathematics Learning Centre at Monash University addresses the needs of these mathematically disadvantaged students by providing a comfortable place in which tutors help them to increase their competence and self‐confidence in their mathematical studies.

ISSN:0020-739X    

DOI:10.1080/0020739950260405

出版商:Taylor & Francis Group    

年代:1995

数据来源: Taylor

摘要:

*Paper based on a presentation at the Sixth South East Asia Conference on Mathematics Education, Surabaya, June 1993.

ISSN:0020-739X    

DOI:10.1080/0020739950260406

出版商:Taylor & Francis Group    

年代:1995

数据来源: Taylor

摘要:

Teachers’ ability to help students learn mathematics requires an understanding of student thinking. No less important is what teachers do with this knowledge; i.e. the nature of their decisions and actions which are based on this knowledge. Two interviews were conducted: one with two junior‐high school teachers, and the other with two eleventh grade students. The interviews consisted of two parts: (1) responding to students’ questions and ideas, and (2) reacting to teachers’ responses. The paper concentrates on teachers’ and students’ points of view on the issues of helping students to (a) reason about problem situations, and (b) construct their own knowledge.

ISSN:0020-739X    

DOI:10.1080/0020739950260407

出版商:Taylor & Francis Group    

年代:1995

数据来源: Taylor

摘要:

To solve real‐world problems, we often need to ranknalternatives which involvemcriteria. This paper proposes a weighted fuzzy similar choice (WFSC) method for solving such problems. The WFSC method consists of two phases. In the first phase, we construct a fuzzy matrix (relationship) by identifying the similarity degree between each outcome of alternatives and the outcome of an ideal alternative. In the second phase, we employ the well‐known analytic hierarchy process (AHP) techniques to determine the weights of importance over m criteria. Then the best ranking of aggregate similarity degrees of the n alternatives is obtained. We apply the WFSC method to solve a real economic evaluation problem of an oil field development for finding the ‘best’ ranking over all possible development proposals.

ISSN:0020-739X    

DOI:10.1080/0020739950260408

出版商:Taylor & Francis Group    

年代:1995

数据来源: Taylor

摘要:

We extend existing resolutions of the exchange paradox. We also clarify issues under debate by correcting some mistakes in the literature.

ISSN:0020-739X    

DOI:10.1080/0020739950260409

出版商:Taylor & Francis Group    

年代:1995

数据来源: Taylor

摘要:

The dichotomy in achievements by students in mathematics has, in recent times, attracted considerable academic attention, by interested and concerned scholars. This dichotomy has been pinned down to the attributes of success/failure rates of pupils in schools. Factors identified thus far in light of the above stipulation, include among others, lack of instructional materials in schools, poor and irregular application of instructional methods, etc. This simple case study on female subjects was designed to understudy some of the factors, not necessarily academic, that may have influenced the progress of students in terms of performance in mathematics. A school in a typical rural setting constitutes our focal arena; on account of the fact that findings show that some schools may only have existed, to the extent that bringing the schools closer to the homes, reflects the current policy of state governments being seen as attained. Remedies are suggested as anomalies are detected.

ISSN:0020-739X    

DOI:10.1080/0020739950260410

出版商:Taylor & Francis Group    

年代:1995

数据来源: Taylor