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Articles 31 - 34 of 34
Full-Text Articles in Education
Human-Machine Collaboration In The Teaching Of Proof, Gila Hanna, Brendan P. Larvor, Xiaoheng (Kitty) Yan
Human-Machine Collaboration In The Teaching Of Proof, Gila Hanna, Brendan P. Larvor, Xiaoheng (Kitty) Yan
Journal of Humanistic Mathematics
This paper argues that interactive theorem provers (ITPs) could play an important role in fostering students’ appreciation and understanding of proof and of mathematics in general. It shows that the ITP Lean has three features that mitigate existing difficulties in teaching and learning mathematical proof. One is that it requires students to identify a proof strategy at the start. The second is that it gives students instant feedback while allowing them to explore with maximum autonomy. The third is that elementary formal logic finds a natural place in the activity of creating proofs. The challenge in using Lean is that …
Collapsing Spaces, Colliding Places: Leveraging Constructs From Humanistic Geography To Explore Mathematics Classes, Valentin A. B. Küchle, Shiv S. Karunakaran, Mariana Levin, John P. Smith Iii, Sarah Castle, Jihye Hwang, Yaomingxin Lu, Robert A. Elmore
Collapsing Spaces, Colliding Places: Leveraging Constructs From Humanistic Geography To Explore Mathematics Classes, Valentin A. B. Küchle, Shiv S. Karunakaran, Mariana Levin, John P. Smith Iii, Sarah Castle, Jihye Hwang, Yaomingxin Lu, Robert A. Elmore
Journal of Humanistic Mathematics
Humanistic geographers distinguish between space and place: “What begins as undifferentiated space becomes place as we get to know it better and endow it with value” (Tuan, 1977, page 6). In this essay, we seek to demonstrate how mathematics education researchers and mathematics instructors may find space and place illuminating for understanding important aspects of students’ learning experiences during the coronavirus pandemic—and possibly beyond. Specifically, after introducing the terms and relating them to the context of a university mathematics class, we exemplify how home and class places collided for three undergraduate mathematics students forced to deal with the abrupt …
The Roles Of Mathematical Metaphors And Gestures In The Understanding Of Abstract Mathematical Concepts, Omid Khatin-Zadeh, Zahra Eskandari, Danyal Farsani
The Roles Of Mathematical Metaphors And Gestures In The Understanding Of Abstract Mathematical Concepts, Omid Khatin-Zadeh, Zahra Eskandari, Danyal Farsani
Journal of Humanistic Mathematics
When a new mathematical idea is presented to students in terms of abstract mathematical symbols, they may have difficulty to grasp it. This difficulty arises because abstract mathematical symbols do not directly refer to concretely perceivable objects. But, when the same content is presented in the form of a graph or a gesture that depicts that graph, it is often much easier to grasp. The process of solving a complex mathematical problem can also be facilitated with the use of a graphical representation. Transforming a mathematical problem or concept into a graphical representation is a common problem solving strategy, and …
Introducing Systems Via Laplace Transforms, Ollie Nanyes
Introducing Systems Via Laplace Transforms, Ollie Nanyes
CODEE Journal
The purpose of this note is to show how to move from Laplace Transforms to a brief introduction to two dimensional systems of linear differential equations with only basic matrix algebra.