Mathematical Conception of Husserl’s Phenomenology

2016 ◽  
Vol 46 (2) ◽  
pp. 183-197
Author(s):  
Seung-Ug Park ◽  
Keyword(s):  
Mathematical Conception

scholarly journals PENERAPAN MODEL PEMBELAJARAN CONTEXTUAL TEACHING AND LEARNING DALAM PEMBELAJARAN MATEMATIKA TERHADAP KEMAMPUAN PEMAHAMAN KONSEP MATEMATIKA PESERTA DIDIK DI SEKOLAH DASAR

2018 ◽  
Vol 3 (3) ◽  
pp. 88 ◽  
Author(s):  
Dina Mardiana ◽  
Rayi Siti Fitriani ◽  
Atep Lesmana
Keyword(s):  
Elementary School ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Control Group ◽  
Sampling Techniques ◽  
School Grade ◽  
Significance Level ◽  
Contextual Teaching ◽  
Grade 3 ◽  
Mathematical Conception

Based on the research to understand of influence the implementation and increased use of learning model contextual teaching and learning of the understanding ability a mathematical conception of elementary school grade 3.This research triggered by the importance of the understanding ability a mathematical conception for learners of elementary school grade 3 .The study is done in SDN 2 Sukajaya for year academic 2017 / 2018. The method used in this research is a method of quantitative with design of quasi experiment design. The population of the research is all students from SDN 2 Sukajaya grade 3. Sampling technique used namely sampling technique saturated sampling technique this is all population used as samples for research. Sampling techniques used the techniques of sampling saturated, this sampling techniques used in the sample of the population. The data technique on this research using objective test. The result of this research is indicates there an effect from the ability of understanding between class a mathematical conception of the experiments with contextual kind of classroom teaching and learning and control group with direct instruction method. The results of the t-test at 5% significance level obtained significance Count between 0002 ≤ 0.05. As for the improved results obtained from U at 5% significance level obtained significance Count between 0.006 ≤ 0.05, so it can be revealed learning by Implementation of Contextual learning method of Teaching and Learning effect in improving the ability of understanding of mathematical concepts

The Infinite and the Indeterminate in Spinoza

Dialogue ◽  
2011 ◽  
Vol 50 (3) ◽  
pp. 603-621 ◽  
Author(s):  
Shannon Dea
Keyword(s):  
Mathematical Conception

ABSTRACT: I argue that when Spinoza describes substance and its attributes as “infinite,” he means that they are utterly indeterminate. That is, his conception of infinitude is not a mathematical one. For Spinoza, anything truly infinite eludes counting – not because it is so large as to be uncountable, but because it is just not the kind of thing that can be enumerated or measured. Contra the contemporary mathematical conception of the infinite, I argue that Spinoza’s conception is closer to a grammatical one. I conclude by considering a number of arguments against this account of the Spinozan infinite as indeterminate.

scholarly journals “Understanding the Architecture of Human Thought”? Questioning the Mathematical Conception of Nature with Heidegger

2021 ◽  
pp. 101
Author(s):  
Anita Williams
Keyword(s):  
Natural Science ◽  
New Technologies ◽  
Modern Science ◽  
Functional Magnetic Resonance ◽  
Resonance Imaging ◽  
True Nature ◽  
Human Thought ◽  
Nuevas Tecnologías ◽  
The Brain ◽  
Mathematical Conception

New technologies, such as functional magnetic resonance imaging (fMRI) and transcranial magnetic stimulation (TMS), are currently touted as, not only giving us a better picture of the structure of the brain, but also a better understanding of our thinking. As Alan Snyder demonstrates when he claims his aim is to understand the ‘architecture of thought’ by investigating the brain. Against this backdrop, I will argue that new technologies present a worrying extension of mathematical natural science into the domain of human affairs. Extrapolating upon Heidegger, I will put forward that neuroscientific experiments force thinking to conform to the mathematical conception of nature, rather than reveal something about the ‘true’ nature of our thinking. In a time when the expansion of mathematical natural science threatens to reduce every domain to that which is quantifiable, I will conclude by suggesting that the responsibility of the philosopher is to question the presuppositions of modern science and psychology.Nuevas tecnologías como la imagen de resonancia magnética funcional (fMRI) y la estimulación magnética transcranial se consideran presumiblemente capaces de darnos no solo una mejor imagen de nuestro cerebro, sino también una mejor comprensión de nuestro pensamiento, tal como demuestra Alan Snyder cuando afirma que su objetivo es entender la “arquitectura del pensamiento” mediante la investigación del cerebro. Contra este marco general, argumentaré que las nuevas tecnologías nos presentan una preocupante extensión de la ciencia natural matemática al dominio de los asuntos humanos. Extrapolando a partir de Heidegger, propondré que los experimentos neurocientíficos fuerzan al pensamiento a conformarse a la concepción matemática de la naturaleza en vez de revelar algo sobre la verdadera naturaleza de nuestro pensamiento. Nos encontramos en un momento en que o la expansión de la ciencia natural matemática amenaza con reducir todos los dominios a lo que es cuantificable. Concluiré sugiriendo que la responsabilidad del filósofo es cuestionar los presupuestos de la ciencia moderna y de la psicología.

scholarly journals Contextualización del proceso enseñanza-aprendizaje de las matemáticas en ingeniería y el desarrollo del pensamiento crítico matemático en estudiantes

2020 ◽  
pp. 21-23
Author(s):  
José Alfredo Aguirre-Puente ◽  
Ariana Gómez-Contreras ◽  
Verónica de Jesús Morales-Félix ◽  
Humberto Ramos-López
Keyword(s):  
Critical Thinking ◽  
Learning Process ◽  
Daily Life ◽  
Research Project ◽  
Teaching Learning ◽  
Mathematical Conception

Currently in the process of teaching-learning of mathematics, a panorama of a science with an abstract nature is glimpsed. In such a way that the acquisition of knowledge is in a mechanized way and the teacher's word is taken as dogma. The problems and equations formulated to the student are formulated under a mathematical conception with strong cohesion towards the nature of the operation to be solved, under a perspective that is irrelevant to the student within the process of assimilation of knowledge, leaving even more the aspect of its application within the context of their daily life and therefore how relevant their learning can become. From this area of opportunity arises the concern of this research project based on the improvement of the teaching-learning process based on the contextualization of scenarios that facilitate the acquisition of knowledge, mathematical critical thinking and the ability to locate the field of application of The same, developing their own methodologies, taking into account the teacher and student expertise, thereby trying to achieve a meaningful teaching-learning process, simpler acquisition and retention for the student and to achieve for the teacher.

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