Search results for 'Mathematical analysis Study and teaching' (try it on Scholar)

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  1. Despina A. Stylianou, Maria L. Blanton & Eric J. Knuth (eds.) (2009). Teaching and Learning Proof Across the Grades: A K-16 Perspective. Routledge.score: 450.0
    Collectively these essays inform educators and researchers at different grade levels about the teaching and learning of proof at each level and, thus, help ...
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  2. William M. O'Fallon, Richard I. Walker & H. Robert Van Der Vaart (1971). The Study of Granulocyte Kinetics by Mathematical Analysis of DNA Labelling. Acta Biotheoretica 20 (3-4).score: 256.5
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  3. Marvin R. G. Schiller (2013). Granularity Analysis for Mathematical Proofs. Topics in Cognitive Science 5 (2):251-269.score: 238.0
    Mathematical proofs generally allow for various levels of detail and conciseness, such that they can be adapted for a particular audience or purpose. Using automated reasoning approaches for teaching proof construction in mathematics presupposes that the step size of proofs in such a system is appropriate within the teaching context. This work proposes a framework that supports the granularity analysis of mathematical proofs, to be used in the automated assessment of students' proof attempts and for (...)
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  4. Philip J. Davis (1995). The Companion Guide to the Mathematical Experience, Study Edition. Birkhäuser.score: 223.5
  5. Jonathan E. Adler (1991). Critical Thinking, A Deflated Defense: A Critical Study of John E. McPeck's Teaching Critical Thinking: Dialogue and Dialectic. Informal Logic 13 (2).score: 207.0
    A critical study of McPeck's recent book, in which he strengthens and develops his arguments against teaching critical thinking (CT). Accepting McPeck's basic claim that there is no unitary skill of reasoning or thinking, I argue that his strictures on CT courses or programs do not follow. I set out what I consider the proper justification that programs in CT have to meet, and argue both that McPeck demands much more than is required, and also that it is (...)
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  6. Sophie Roux (2010). Forms of Mathematization (14th-17th Centuries). Early Science and Medicine 15 (4):319-337.score: 204.0
    According to a grand narrative that long ago ceased to be told, there was a seventeenth century Scientific Revolution, during which a few heroes conquered nature thanks to mathematics. This grand narrative began with the exhibition of quantitative laws that these heroes, Galileo and Newton for example, had disclosed: the law of falling bodies, according to which the speed of a falling body is proportional to the square of the time that has elapsed since the beginning of its fall; the (...)
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  7. Theresa Gurl (2011). A Model for Incorporating Lesson Study Into the Student Teaching Placement: What Worked and What Did Not? Educational Studies 37 (5):523-528.score: 192.0
    This article describes a model for incorporating lesson study into the student teaching placement and reports on the success of the implementation of such a model with student teachers and their cooperating teachers (CTs). Student teachers had the opportunity to discuss many important ideas with each other and their CTs, including ?big ideas? of mathematics, and the anticipation of student questions and possible responses. Student teachers also had a built?in opportunity for peer observation on a regular basis and (...)
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  8. V. V. Cifarelli & V. Sevim (2014). Examining the Role of Re-Presentation in Mathematical Problem Solving: An Application of Ernst von Glasersfeld's Conceptual Analysis. Constructivist Foundations 9 (3):360-369.score: 189.0
    Context: The paper utilizes a conceptual analysis to examine the development of abstract conceptual structures in mathematical problem solving. In so doing, we address two questions: 1. How have the ideas of RC influenced our own educational theory? and 2. How has our application of the ideas of RC helped to improve our understanding of the connection between teaching practice and students’ learning processes? Problem: The paper documents how Ernst von Glasersfeld’s view of mental representation can be (...)
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  9. Chi-Hong Kim (2010). Ŏnŏ Ŭi Simch'ŭng Kwa Ŏnŏ Kyoyuk: Deep Inside Language: Applications for Language Teaching. Kyŏngjin.score: 189.0
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  10. Nigel Warburton (2004). Philosophy: The Essential Study Guide. Routledge.score: 180.0
    Philosophy: The Essential Study Guide is a compact and straightforward guide to the skills needed to study philosophy, aimed at anyone coming to the subject for the first time or just looking to improve their performance. Nigel Warburton, bestselling author of Philosophy: The Basics , clarifies what is expected of students and offers strategies and guidance to help them make effective use of their study time and improve their marks. The four main skills covered by the book (...)
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  11. Fred Dyke (2005). Teaching Ethical Analysis in Environmental Management Decisions: A Process-Oriented Approach. Science and Engineering Ethics 11 (4):659-669.score: 177.0
    The general public and environmental policy makers often perceive management actions of environmental managers as science, when such actions are, in fact, value judgments about when to intervene in natural processes. The choice of action requires ethical as well as scientific analysis because managers must choose a normative outcome to direct their intervention. I examine a management case study involving prescribed burning of sagebrush (Artemisia tridentata) communities in south-central Montana (USA) to illustrate how to teach students to ethically (...)
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  12. Fred Van Dyke (2005). Teaching Ethical Analysis in Environmental Management Decisions: A Process-Oriented Approach. Science and Engineering Ethics 11 (4):659-669.score: 177.0
    The general public and environmental policy makers often perceive management actions of environmental managers as “science,” when such actions are, in fact, value judgments about when to intervene in natural processes. The choice of action requires ethical as well as scientific analysis because managers must choose a normative outcome to direct their intervention. I examine a management case study involving prescribed burning of sagebrush (Artemisia tridentata) communities in south-central Montana (USA) to illustrate how to teach students to ethically (...)
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  13. Kajsa Bråting (2012). Ambiguities of Fundamental Concepts in Mathematical Analysis During the Mid-Nineteenth Century. Foundations of Science 17 (4):301-320.score: 162.0
    In this paper we consider the major development of mathematical analysis during the mid-nineteenth century. On the basis of Jahnke’s (Hist Math 20(3):265–284, 1993 ) distinction between considering mathematics as an empirical science based on time and space and considering mathematics as a purely conceptual science we discuss the Swedish nineteenth century mathematician E.G. Björling’s general view of real- and complexvalued functions. We argue that Björling had a tendency to sometimes consider mathematical objects in a naturalistic way. (...)
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  14. Maurice Joseph Burke (ed.) (2008). Navigating Through Reasoning and Proof in Grades 9-12. National Council of Teachers of Mathematics.score: 162.0
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  15. Zoltan P. Dienes (1966). Learning Logic, Logical Games. [New York]Herder and Herder.score: 162.0
     
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  16. Kirsten Malmkjær & John Williams (eds.) (1998). Context in Language Learning and Language Understanding. Cambridge University Press.score: 162.0
    The papers in this volume represent the views of a range of experts in a variety of language-related disciplines on the role which context plays in language learning and language understanding. The authors provide various theoretical constructs which help impose order on the apparent chaos of contextual factors which may have an influence on the production and comprehension of speech events. They focus on a variety of types of context, including the context established by different speech communities, interpersonal contexts, the (...)
     
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  17. Clas Olander (2010). Towards an Interlanguage of Biological Evolution: Exploring Students' Talk and Writing as an Arena for Sense-Making. Acta Universitatis Gothoburgensis, Distribution.score: 162.0
     
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  18. David S. G. Stirling (2009). Mathematical Analysis and Proof. Horwood Pub..score: 159.0
    This fundamental and straightforward text addresses a weakness observed among present-day students, namely a lack of familiarity with formal proof. Beginning with the idea of mathematical proof and the need for it, associated technical and logical skills are developed with care and then brought to bear on the core material of analysis in such a lucid presentation that the development reads naturally and in a straightforward progression. Retaining the core text, the second edition has additional worked examples which (...)
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  19. Iris Loeb & Roski (2014). The Transition From Formula-Centered to Concept-Centered Analysis Bolzano's Purely Analytic Proof. As a Case Study. Philosophia Scientiæ 18:113-129.score: 148.5
    In the 18th and 19th centuries two transitions took place in the development of mathematical analysis: a shift from the geometric approach to the formula-centered approach, followed by a shift from the formula-centered approach to the concept-centered approach. We identify, on the basis of Bolzano's Purely Analytic Proof [Bolzano 1817], the ways in which Bolzano's approach can be said to be concept-centered. Moreover, we conclude that Bolzano's attitude towards the geometric approach on the one hand and the formula-centered (...)
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  20. Sanford Shieh (2009). Teaching & Learning Guide For: Frege on Definitions. Philosophy Compass 4 (5):885-888.score: 144.0
    Three clusters of philosophically significant issues arise from Frege's discussions of definitions. First, Frege criticizes the definitions of mathematicians of his day, especially those of Weierstrass and Hilbert. Second, central to Frege's philosophical discussion and technical execution of logicism is the so-called Hume's Principle, considered in The Foundations of Arithmetic . Some varieties of neo-Fregean logicism are based on taking this principle as a contextual definition of the operator 'the number of …', and criticisms of such neo-Fregean programs sometimes appeal (...)
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  21. Vasco Brattka & Guido Gherardi (2011). Effective Choice and Boundedness Principles in Computable Analysis. Bulletin of Symbolic Logic 17 (1):73-117.score: 144.0
    In this paper we study a new approach to classify mathematical theorems according to their computational content. Basically, we are asking the question which theorems can be continuously or computably transferred into each other? For this purpose theorems are considered via their realizers which are operations with certain input and output data. The technical tool to express continuous or computable relations between such operations is Weihrauch reducibility and the partially ordered degree structure induced by it. We have identified (...)
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  22. Linda Tapsell (2000). Using Applied Conversation Analysis to Teach Novice Dietitians History Taking Skills. Human Studies 23 (3):281-307.score: 142.5
    This paper presents an applied approach to conversation analysis in a setting comprising student dietitians and patients attending an outpatient clinic for heart disease and related disorders. In the first phase of the study interactions involving students deemed competent by supervisors were closely examined for distinctive configurations which could be attributed to satisfactory entry level practice. Reference was made to studies in similar settings and a particular emphasis was placed on the narrative structure for producing the diet history (...)
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  23. Philip J. Davis (1995/1982). The Mathematical Experience. Birkhäuser.score: 138.0
    Presents general information about meteorology, weather, and climate and includes more than thirty activities to help study these topics, including making a ...
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  24. Deni Elliott (2007). Ethics in the First Person: A Guide to Teaching and Learning Practical Ethics. Rowman & Littlefield Publishers.score: 135.0
    Practical ethics in context -- Teaching and learning ethics in an ethical environment -- Aspirations, activities, and assessment -- The theoretical toolkit -- Systematic case analysis -- Relativism and moral development -- A bridge across cultures.
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  25. Robert Thomas (2002). Idea Analysis of Algebraic Groups: A Critical Comment on George Lakoff and Rafael Núñez's Where Mathematics Comes From. Philosophical Psychology 15 (2):185 – 195.score: 135.0
    The study that George Lakoff and Rafael Núñez call "idea analysis" and begin in their recent book Where mathematics comes from is intended to dissect mathematical concepts into their metaphorical parts, where metaphor is used in the cognitive-science sense promoted by Lakoff and Mark Johnson in Metaphors we live by and subsequent works by each of them and together. Lakoff and Núñez's analysis of the (modern) algebraic concept of group is based on the attribution to contemporary (...)
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  26. Hans-Jürgen Engfer (1983). Philosophy as Analysis. Studies of the Development of Philosophical Conceptions of Analysis as Influenced by Mathematical Methodology in the 17th and Early 18th Centuries. [REVIEW] Philosophy and History 16 (2):107-108.score: 133.5
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  27. C. Perelman (1991). Pierre de La Ramée Et le Déclin de la Rhétorique. Argumentation 5 (4):347-356.score: 132.0
    This article provides a basic general introduction to Ramus, and evaluates his role in the history of logic and rhetoric, especially with relation to the study of argumentation. The author agrees with Ong and other historians of logic that Ramus is not to be taken seriously as a logician, and that his undoubted importance in the history of ideas is to be found elsewhere.Ramus advocates a belief in nature, experience and reason, and rejects the reliance on the authority of (...)
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  28. Cris Baxter & William Anthony (1987). Informality in Teaching, and Richmond Work‐Study, Language and Mathematics Scores. Educational Studies 13 (2):179-185.score: 132.0
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  29. C. J. B. Macmillan (1968). Concepts of Teaching. Chicago, Rand Mcnally.score: 130.5
    Introduction: conceptual analysis of teaching, by B. P. Komisar and T. W. Nelson.--A concept of teaching, by B. O. Smith.--The concept of teaching, by I. Sheffler.--A topology of the teaching concept, by T. F. Green.--Teaching: act and enterprise, by B. P. Komisar.--Must an education have an aim? By R. S. Peters.--Curriculum as a field of study, by D. Heubner.--Can and should means-ends reasoning be used in teaching? By C. J. B. Macmillan and (...)
     
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  30. George R. Exner (1997). An Accompaniment to Higher Mathematics. Springer.score: 130.0
    This text prepares undergraduate mathematics students to meet two challenges in the study of mathematics, namely, to read mathematics independently and to understand and write proofs. The book begins by teaching how to read mathematics actively, constructing examples, extreme cases, and non-examples to aid in understanding an unfamiliar theorem or definition (a technique famililar to any mathematician, but rarely taught); it provides practice by indicating explicitly where work with pencil and paper must interrupt reading. The book then turns (...)
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  31. M. Denny (2006). Children's Perception of Science: An Analysis of the Notion of Infallibility in the Coverage of Evolution in 'Textbooks' and Some Other Teaching Materials. Educational Studies 9 (2):93-103.score: 130.0
    (1983). Children's Perception of Science: an analysis of the notion of infallibility in the coverage of evolution in ‘textbooks’ and some other teaching materials. Educational Studies: Vol. 9, No. 2, pp. 93-103.
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  32. Léna Soler, Sjoerd Zwart, Michael Lynch & Vincent Israel-Jost (eds.) (2014). Science After the Practice Turn in the Philosophy, History, and Social Studies of Science. Routledge.score: 130.0
    In the 1980s, philosophical, historical and social studies of science underwent a change which later evolved into a turn to practice. Analysts of science were asked to pay attention to scientific practices in meticulous detail and along multiple dimensions, including the material, social and psychological. Following this turn, the interest in scientific practices continued to increase and had an indelible influence in the various fields of science studies. No doubt, the practice turn changed our conceptions and approaches of science, but (...)
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  33. Moshé Machover (1993). The Place of Nonstandard Analysis in Mathematics and in Mathematics Teaching. British Journal for the Philosophy of Science 44 (2):205-212.score: 129.0
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  34. Krzysztof Wójtowicz (1998). Unification of Mathematical Theories. Foundations of Science 3 (2):207-229.score: 126.0
    In this article the problem of unification of mathematical theories is discussed. We argue, that specific problems arise here, which are quite different than the problems in the case of empirical sciences. In particular, the notion of unification depends on the philosophical standpoint. We give an analysis of the notion of unification from the point of view of formalism, Gödel's platonism and Quine's realism. In particular we show, that the concept of “having the same object of study (...)
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  35. Zucheng Zhou, Chiaki Nakano & Ben Nanfeng Luo (2011). Business Ethics as Field of Training, Teaching, and Research in East Asia. Journal of Business Ethics 104 (S1):19-27.score: 126.0
    While Economic and Business Ethics has already attracted increasing attention in East Asia, a comprehensive survey of Economic and Business Ethics has never been done in this region. This study investigates the current status of Economic and Business Ethics as field of teaching, training and research in the East Asia region, particularly in China, Japan, and Korea. Based on multiple approaches that include questionnaire surveys, desktop analysis, and personal observation, this article reports on the current state of (...)
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  36. Nicolas Fillion & Robert M. Corless (2014). On the Epistemological Analysis of Modeling and Computational Error in the Mathematical Sciences. Synthese 191 (7):1451-1467.score: 126.0
    Interest in the computational aspects of modeling has been steadily growing in philosophy of science. This paper aims to advance the discussion by articulating the way in which modeling and computational errors are related and by explaining the significance of error management strategies for the rational reconstruction of scientific practice. To this end, we first characterize the role and nature of modeling error in relation to a recipe for model construction known as Euler’s recipe. We then describe a general model (...)
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  37. Elisabeth Albertini (2013). A Descriptive Analysis of Environmental Disclosure: A Longitudinal Study of French Companies. Journal of Business Ethics:1-22.score: 126.0
    For the last 15 years, companies have extensively increased their environmental disclosure relative to their environmental strategy in response to institutional pressures. Based on a computerized content analysis of the annual reports of the 55 largest French industrial companies, we describe environmental disclosure with respect to the different strategies implemented by companies over a period of 6 years. The results show that environmental disclosure becomes more and more technical and precise for all the companies. Environmental innovations are presented as (...)
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  38. Kerry Lee & Swee Fong Ng (2011). Neuroscience and the Teaching of Mathematics. Educational Philosophy and Theory 43 (1):81-86.score: 123.0
    Much of the neuroimaging research has focused on how mathematical operations are performed. Although this body of research has provided insight for the refinement of pedagogy, there are very few neuroimaging studies on how mathematical operations should be taught. In this article, we describe the teaching of algebra in Singapore schools and the imperatives that led us to develop two neuroimaging studies that examined questions of curricular concerns. One of the challenges was to condense issues from classrooms (...)
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  39. Tom Børsen, Avan N. Antia & Mirjam Sophia Glessmer (2013). A Case Study of Teaching Social Responsibility to Doctoral Students in the Climate Sciences. Science and Engineering Ethics 19 (4):1491-1504.score: 120.0
    The need to make young scientists aware of their social responsibilities is widely acknowledged, although the question of how to actually do it has so far gained limited attention. A 2-day workshop entitled “Prepared for social responsibility?” attended by doctoral students from multiple disciplines in climate science, was targeted at the perceived needs of the participants and employed a format that took them through three stages of ethics education: sensitization, information and empowerment. The workshop aimed at preparing doctoral students to (...)
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  40. John Mahoney (1990). Teaching Business Ethics in the Uk, Europe, and the Usa: A Comparative Study. Athlone Press.score: 120.0
     
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  41. I. Grattan-Guinness (ed.) (1994). Companion Encyclopedia of the History and Philosophy of the Mathematical Sciences. Routledge.score: 118.5
    The Companion Encyclopedia is the first comprehensive work to cover all the principal lines and themes of the history and philosophy of mathematics from ancient times up to the twentieth century. In 176 articles contributed by 160 authors of 18 nationalities, the work describes and analyzes the variety of theories, proofs, techniques, and cultural and practical applications of mathematics. The work's aim is to recover our mathematical heritage and show the importance of mathematics today by treating its interactions with (...)
     
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  42. Willis Moore (1969). A Pioneer Study of the Teaching of Philosophy in the High School. Journal of Critical Analysis 1 (3):216-218.score: 117.0
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  43. Hsiang-Yi Lin & Daisy Tai-Hsing Day (2014). A Study of Aging Topic Focusing on the Catholic Social Doctrine and Sen's Capability Approach. Journal for the Study of Religions and Ideologies 13 (37):125-147.score: 117.0
    The purpose of this study is to examine the topic of older people in the world from the perspective of the Social Teaching of the Church. As explained in Christifideles Laici , the Catholic Church believes that the laity is summoned to pave the way for the arrival of God’s Kingdom, and people who are at an advanced age should still respond to God’s calling through their own unique way of contribution. In Familiaris Consortio it is emphasized that (...)
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  44. Daniel E. Palmer (2009). Business Leadership: Three Levels of Ethical Analysis. [REVIEW] Journal of Business Ethics 88 (3):525 - 536.score: 114.0
    Research on the normative aspect of leadership is still a relatively new enterprise within the mainstream of leadership studies. In the past, most academic inquiry into leadership was grounded in a social scientific paradigm that largely ignored the ethical substance of leadership. However, perhaps because of a number of public and infamous cases of failure in business leadership, in recent years there has been renewed interest in the ethical side of leadership in business. This paper argues that ethical issues of (...)
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  45. Emily Grosholz & Herbert Breger (eds.) (2000). The Growth of Mathematical Knowledge. Kluwer Academic Publishers.score: 114.0
    This book draws its inspiration from Hilbert, Wittgenstein, Cavaillès and Lakatos and is designed to reconfigure contemporary philosophy of mathematics by making the growth of knowledge rather than its foundations central to the study of mathematical rationality, and by analyzing the notion of growth in historical as well as logical terms. Not a mere compendium of opinions, it is organised in dialogical forms, with each philosophical thesis answered by one or more historical case studies designed to support, complicate (...)
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  46. R. Costalat, J. -P. Francoise, C. Menuel, M. Lahutte, J. -N. Vallée, G. de Marco, J. Chiras & R. Guillevin (forthcoming). Mathematical Modeling of Metabolism and Hemodynamics. Acta Biotheoretica.score: 112.5
    Abstract We provide a mathematical study of a model of energy metabolism and hemodynamics of glioma allowing a better understanding of metabolic modifications leading to anaplastic transformation from low grade glioma.This mathematical analysis allows ultimately to unveil the solution to a viability problem which seems quite pertinent for applications to medecine. Content Type Journal Article Category Regular Article Pages 1-9 DOI 10.1007/s10441-012-9157-1 Authors R. Costalat, UPMC, UMI 209, UMMISCO, University of Paris-6, 75005 Paris, France J.-P. Francoise, (...)
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  47. Thomas Mormann, Mathematical Aspects of Similarity and Quasi-Analysis - Order, Topology, and Sheaves.score: 111.0
    The concept of similarity has had a rather mixed reputation in philosophy and the sciences. On the one hand, philosophers such as Goodman and Quine emphasized the „logically repugnant“ and „insidious“ character of the concept of similarity that allegedly renders it inaccessible for a proper logical analysis. On the other hand, a philosopher such as Carnap assigned a central role to similarity in his constitutional theory. Moreover, the importance and perhaps even indispensibility of the concept of similarity for many (...)
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  48. Jessica Carter (2010). Diagrams and Proofs in Analysis. International Studies in the Philosophy of Science 24 (1):1 – 14.score: 111.0
    This article discusses the role of diagrams in mathematical reasoning in the light of a case study in analysis. In the example presented certain combinatorial expressions were first found by using diagrams. In the published proofs the pictures were replaced by reasoning about permutation groups. This article argues that, even though the diagrams are not present in the published papers, they still play a role in the formulation of the proofs. It is shown that they play a (...)
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  49. M. Giaquinto (2007). Visual Thinking in Mathematics: An Epistemological Study. Oxford University Press.score: 111.0
    Visual thinking -- visual imagination or perception of diagrams and symbol arrays, and mental operations on them -- is omnipresent in mathematics. Is this visual thinking merely a psychological aid, facilitating grasp of what is gathered by other means? Or does it also have epistemological functions, as a means of discovery, understanding, and even proof? By examining the many kinds of visual representation in mathematics and the diverse ways in which they are used, Marcus Giaquinto argues that visual thinking in (...)
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  50. Gülgün Alpan & Gürcü Erdamar (2010). Teaching Practices Prior and Subsequent to 1998 in Turkey: Gazi University Vocational Education Faculty Case. Educational Studies 37 (3):289-301.score: 111.0
    This study aimed to compare teaching practice before and after 1998 in Turkey. Participants were 10 academics from the Department of Educational Sciences, Vocational Education Faculty, Gazi University and nine vocational high school cooperating teachers. Semi?structured interviews were analysed by using content analysis. The most significant findings were that the preparation, practice, observation, counselling and evaluation processes were more efficient before 1998 due to the smaller number of preservice teachers. After 1998, the cooperating teachers were legally included (...)
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