ISBN10: 0792365399, ISBN13: 9780792365396, [publisher: Springer Netherlands] Hardcover Druck auf Anfrage Neuware - Printed after ordering - To a large extent, it lies, no doubt, in what is presented in this work under the title of 'meta lever', a method which it is certainly interesting to develop and further refine. There exists in mathematics courses a strange prudery which forbids one to ask questions such as, '' Why are we doing this », '' At what is the objective aimed », whereas it is usually easy to reply to such questions, to keep them in mind, and to show that one can challenge these questions and modify the objectives to be more productive or more useful. If we don't do this we give a false impression of a gratuitous or arbitrary interpretation of a discipline whose rules are far from being unmotivated or unfounded. One must also consider the time aspect. Simple ideas take a long time to be conceived. Should we not therefore allow the students time to familiarize themselves with new notions And must we not also recognize that this length of time is generally longer than that ofthe official length of time accorded to this teaching and that we should be counting in years When the rudiments of linear algebra were taught at the level of the lycée (college level), the task of first year university teachers was certainly easier : for sure the student's knowledge was not very deep, however it was not negligible and it allo ...
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ISBN10: 0792365399, ISBN13: 9780792365396, [publisher: Springer] Hardcover
[Dallas, TX, U.S.A.] [Publication Year: 2000]

ISBN10: 0792365399, ISBN13: 9780792365396, [publisher: Springer Netherlands] Hardcover Druck auf Anfrage Neuware - Printed after ordering - To a large extent, it lies, no doubt, in what is presented in this work under the title of 'meta lever', a method which it is certainly interesting to develop and further refine. There exists in mathematics courses a strange prudery which forbids one to ask questions such as, '' Why are we doing this », '' At what is the objective aimed », whereas it is usually easy to reply to such questions, to keep them in mind, and to show that one can challenge these questions and modify the objectives to be more productive or more useful. If we don't do this we give a false impression of a gratuitous or arbitrary interpretation of a discipline whose rules are far from being unmotivated or unfounded. One must also consider the time aspect. Simple ideas take a long time to be conceived. Should we not therefore allow the students time to familiarize themselves with new notions And must we not also recognize that this length of time is generally longer than that ofthe official length of time accorded to this teaching and that we should be counting in years When the rudiments of linear algebra were taught at the level of the lycée (college level), the task of first year university teachers was certainly easier : for sure the student's knowledge was not very deep, however it was not negligible and it allo ...
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Dordrecht Springer 2000 2000 ed. Hard cover New. Sewn binding. Cloth over boards. 290 p. Contains: Unspecified. Mathematics Education Library, 23.

Springer. Hardcover. New. 9x6x0. Springer ISBN 0792365399 9780792365396 [US]

ISBN10: 0792365399, ISBN13: 9780792365396, [publisher: Kluwer Academic Publishers] Hardcover Presents the research on the teaching and learning of linear algebra in the first year of university, in an international perspective. This work presents teaching designs with the analysis of their experimentation. It also discusses theoretical issues which are consistent for research in maths education at tertiary level. Editor(s): Dorier, Jean-Luc. Series: Mathematics Education Library. Num Pages: 312 pages, biography. BIC Classification: JNU; PBF. Category: (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly. Dimension: 235 x 155 x 19. Weight in Grams: 620. . 2000. Hardback. . . . .
[Galway, GY, Ireland] [Publication Year: 2000]