Programmable Little Red: A Multi-thread Immersive and Interactive Storytelling Approach to Learning Conditional Statements

2021 ◽  
Author(s):  
Fangqing He ◽  
Yumih Chang ◽  
Yinmiao Li ◽  
Mingnan Du ◽  
Qianyi Chen
Author(s):  
Jennifer McKitrick

Dispositions are often regarded with suspicion. Consequently, some philosophers try to semantically reduce disposition ascriptions to sentences containing only non-dispositional vocabulary. Typically, reductionists attempt to analyze disposition ascriptions in terms of conditional statements. These conditional statements, like other modal claims, are often interpreted in terms of possible worlds semantics. However, conditional analyses are subject to a number of problems and counterexamples, including random coincidences, void satisfaction, masks, antidotes, mimics, altering, and finks. Some analyses fail to reduce disposition ascriptions to non-modal vocabulary. If reductive analysis of disposition ascriptions fails, then perhaps there can be metaphysical reduction of dispositions without semantic reduction. However, the reductionist still owes us an account of what makes disposition ascriptions true. But to posit a causal power for every unreduced dispositional predicate is an overreaction to the failure of conceptual analysis.


Author(s):  
Richard Oosterhoff

The moment unfolded in this book unravelled in the following decades, partly because its students moved on, partly because Lefèvre took up a controversial role in the French Reformation. But his circle’s books continued to cultivate a particular approach to learning, and especially to the cultural place of mathematics, through the sixteenth century. This epilogue picks out a specialist strand of this influence in Lefèvre’s edition of Euclid, often reprinted and used in the republic of letters. A second strand is discernible in the pragmatic stance towards the utility of mathematics held by their heirs, Oronce Fine and Peter Ramus, which came to define European culture.


Mathematics ◽  
2021 ◽  
Vol 9 (15) ◽  
pp. 1740
Author(s):  
Elizabeth Martinez-Villarraga ◽  
Isabel Lopez-Cobo ◽  
David Becerra-Alonso ◽  
Francisco Fernández-Navarro

The aim of this work is to characterize the process of constructing mathematical knowledge by higher education students in a distance learning course. This was done as part of an algebra course within engineering degrees in a Colombian university. The study used a Transformative Sequential Design in mixed methods research. The analysis also determined the kinds of mathematical knowledge attained by the students and its relationship to the Colombian social and cultural context. The students acquired declarative, procedural, and conditional knowledge, while the learning strategies were often superficial. In a context where power is distant, students take on a passive approach to learning despite being highly respectful towards the educator. Thus, the educational system has the educator at the center.


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