- 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.
- 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.
- CIRCUIT ACT. Dunne, Brad // Walrus;Apr2013, Vol. 10 Issue 3, p23
The article focuses on the paper published by Noah Goodman and Michael Frank in the May 2012 issue of the periodical "Science" which shows that quantitative theory can be used to measure how humans reason pragmatically.