- CHILDREN'S RESPONSES TO CONTRASTING 'REALISTIC' MATHEMATICS PROBLEMS: JUST HOW REALISTIC ARE CHILDREN READY TO BE? Cooper, Barry; Harries, Tony // Educational Studies in Mathematics;2002, Vol. 49 Issue 1, p1
Analyzes the responses of children to realistic mathematics problems in England. Details of the problems; Ability of the students to offer reasons in support of their answer; Absence of difference between girls and boys.
- WHICH NOTION OF IMPLICATION IS THE RIGHT ONE? FROM LOGICAL CONSIDERATIONS TO A DIDACTIC PERSPECTIVE. Durand-Guerrier, Viviane // Educational Studies in Mathematics;2003, Vol. 53 Issue 1, p5
Implication is at the very heart of mathematical reasoning. As many authors have shown, pupils and students experience serious difficulties in using it in a suitable manner. In this paper, we support the thesis that these difficulties are closely related with the complexity of this notion. In...
- Editorial. Gabbay, D; Gabbay, Don; Woods, J; Woods, John // Journal of Logic & Computation;Feb2000, Vol. 10 Issue 1
Describes the developments in the field of mathematical logic from 1990 to 2000. Relationship between formal and informal logic; History of mathematical logic; Mathematical logic and logicism.
- Calculating Fun. Naylor, Michael // Teaching Pre K-8;Feb2002, Vol. 32 Issue 5, p28
Presents classroom calculator activities that promote number sense and mathematical reasoning. Calculator patterns; Range game; Number relationships.
- RECENT WORK IN PHILOSOPHY OF MATHEMATICS. Tappenden, Jamie // Journal of Philosophy;Sep2001, Vol. 98 Issue 9, p488
Analyzes mathematical practice for the assessment of indispensability arguments. Outline of the indispensability argument; Importance of mathematical reasoning in scientific reasoning; Conservative nature of analytic number-theory over elementary number-theory.
- The Illusion of Linearity: Expanding the evidence towards probabilistic reasoning. Van Dooren, Wim; De Bock, Dirk; Depaepe, Fien; Janssens, Dirk; Verschaffel, Lieven // Educational Studies in Mathematics;2003, Vol. 53 Issue 2, p113
Previous research has shown that ï¿½ due to the extensive attention spent to proportional reasoning in mathematics education ï¿½ many students have a strong tendency to apply linear or proportional models anywhere, even in situations where they are not applicable. This phenomenon is...
- Improper use of linear reasoning: An in-depth study of the nature and the irresistibility of secondary school students' errors. De Bock, Dirk; Van Dooren, Wim; Janssens, Dirk; Verschaffel, Lieven // Educational Studies in Mathematics;2002, Vol. 50 Issue 3, p311
Several recent ascertaining studies revealed a deep-rooted and almost irresistible tendency among 12ï¿½16-year old students to improperly apply the linear or proportional model in word problems involving lengths, areas and volumes of similar plane figures and solids. While these previous...
- What's on my mind... Gabbay, DM // Journal of Logic & Computation;Feb99, Vol. 9 Issue 1, p3
Discusses the need for a logical system where the 'database' is mainly a list of available actions and the 'proof' is mainly a sequence of threats and actions and where the 'argument' is only a way to mislead everyone else. Argument that formal logic and natural deduction was completely...
- Enigma Number 1778. DUFF, IAN // New Scientist;12/72013, Vol. 220 Issue 2946, p32
A quiz for testing numerical and reasoning ability in the section Enigma Number 1778 is presented with the award money of 15 pound sterling for the winner.