scholarly journals Hegel and the mathematics community: a left-side history

2020 ◽  
Vol 8 (18) ◽  
pp. 357-386
Author(s):  
Roberto Ribeiro Baldino

Abstract: Starting from a proof of the fundamental theorem of calculus accessible to K-12 students, we apply Hegel’s Science of Logic to Barrow’s theorem. This article may also be considered as an introduction to speculative philosophy, adequate for mathematics educators. We focus on the subsection Barrier and Ought, where Hegel twists Kant’s aphorism you can because you ought and obtains a precept of action aimed at infirming conservative political positions. We direct Hegel’s Ought to criticize the pedagogical conservatism of the twentieth century mathematics (M20) community and its consequences to mathematics education. From the development of the article we elicit the concept of speculative mathematics as a political agenda for mathematics education. Keywors: Fundamental theorem of calculus; Barrow’s theorem; Hegel’s Logic; Speculative philosophy; Mathematics community.   Hegel e a comunidade matemática: uma história pela esquerda Resumo: A parir de uma demonstração do teorema fundamental do cálculo, acessível ao ensino médio, aplicamos a Ciência da Lógica de Hegel ao teorema de Barrow. O artigo também pode ser considerado como introdução à filosofia especulativa, adequada a educadores matemáticos. Focalizamos a subseção Barrier and Ought (Barreira e Dever), onde Hegel altera o aforismo kantiano podes porque deves e obtém um preceito para ação dirigido a abalar posições políticas conservadoras. Valemo-nos do Dever em Hegel para criticar o conservadorismo da comunidade de matemática do século vinte (M20) e suas consequências para a educação matemática. A partir do desenvolvimento do artigo, inferimos o conceito de matemática especulativa como agenda política para a educação matemática. Palavras-chave: Teorema fundamental do cálculo; Teorema de Barrow; Lógica de Hegel; Filosofia especulativa; Comunidade matemática  

1996 ◽  
Vol 178 (2) ◽  
pp. 15-32 ◽  
Author(s):  
Albert A. Cuoco ◽  
E. Paul Goldenberg

New technology poses challenges to mathematics educators. How should the mathematics curriculum change to best make use of this new technology? Often computers are used badly, as a sort of electronic flash card, which does not make good use of the capabilities of either the computer or the learner. However, computers can be used to help students develop mathematical habits of mind and construct mathematical ides. The mathematics curriculum must be restructured to include activities that allow students to experiment and build models to help explain mathematical ideas and concepts. Technology can be used most effectively to help students gather data, and test, modify, and reject or accept conjectures as they think about these mathematical concepts and experience mathematical research.


2021 ◽  
Vol 6 ◽  
Author(s):  
Elif Özel ◽  
Jonathan D. Nelson ◽  
Lara Bertram ◽  
Laura Martignon

Conceptual descriptions and measures of information and entropy were established in the twentieth century with the emergence of a science of communication and information. Today these concepts have come to pervade modern science and society, and are increasingly being recommended as topics for science and mathematics education. We introduce a set of playful activities aimed at fostering intuitions about entropy and describe a primary school intervention that was conducted according to this plan. Fourth grade schoolchildren (8–10 years) played a version of Entropy Mastermind with jars and colored marbles, in which a hidden code to be deciphered was generated at random from an urn with a known, visually presented probability distribution of marble colors. Children prepared urns according to specified recipes, drew marbles from the urns, generated codes and guessed codes. Despite not being formally instructed in probability or entropy, children were able to estimate and compare the difficulty of different probability distributions used for generating possible codes.


2020 ◽  
Vol 24 ◽  
Author(s):  
Cinthia del Carmen Humbría Burgos ◽  
Fredy Enrique González

ABSTRACT Qualitative study on mathematical educators complementary education spaces, considering the Venezuelan School for Mathematics Teaching. Referents: Social history (Bernal); Epistemology of Science (Toulmin); Scientific Field (Bourdieu); Systemic vision of Mathematics Education in Venezuela (Beyer). Finding: EFC-EMVs are dialogic, interdisciplinary, generate knowledge about teaching-learning of mathematics, for the Venezuelan educational reality.


2014 ◽  
Vol 100 ◽  
pp. 97-104
Author(s):  
David I. Rubin

Nowhere is the link between the right's national political agenda and the privatization of public education clearer than in Massachusetts.  In November 1995, just weeks before announcing that he would run for the U.S. Senate against the liberal Democratic incumbent John Kerry, Governor William Weld unveiled a truly radical plan for reshaping K-12 education that could make Massachusetts the testing ground for every weapon in the privatization arsenal.


Author(s):  
Felix Costa ◽  
Junior Cesar Alves Soares ◽  
Stefânia Jarosz

In this paper, some important properties concerning the κ-Hilfer fractional derivative are discussed. Integral transforms for these operators are derived as particular cases of the Jafari transform. These integral transforms are used to derive a fractional version of the fundamental theorem of calculus. Keywords: Integral transforms, Jafari transform, κ-gamma function, κ-beta function, κ-Hilfer fractional derivative, κ-Riesz fractional derivative, κ-fractional operators.


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