Temat: mathematics teaching - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: Karol Hertz (1943-1904) – absolwent Szkoły Głównej Warszawskiej
Karol Hertz (1843–1904) – alumnus of the Warsaw Main School
Autorzy:: Maligranda, Lech
Powiązania:: https://bibliotekanauki.pl/articles/2012218.pdf
Data publikacji:: 2009
Wydawca:: Polskie Towarzystwo Matematyczne
Tematy:: teaching mathematics
history of mathematics
biogram
historia matematyki
historia nauczania matematyki
Opis:: Karol Hertz was a Polish mathematician, pedagogue and journalist in natural science. In years 1862-1866 studied at theWarsaw Main School at the Faculty of Mathematics and Physics, finishing with his master in 1866. In 1871 he received Ph. D. from the University of Halle and from 1867 he was working at the Second Gimnazjum inWarsaw. He has written three monographs, three text-books, some articles in mathematics and several articles of scientific character published in the journals Nature and Industry and the Week Review ofSocial, Literary and Fine Arts Life, and in its monthly Supplement. He also translated into Polish language many books and articles in mathematics, physics, astronomy, philosophy and pedagogy.
Karol Hertz był polskim matematykiem, pedagogiem i publicysta w zakresie nauk scisłych. Studiował w Szkole Głównej w Warszawie na Wydziale Matematyczno-Fizycznym, a doktorat uzyskał na Uniwersytecie w Halle, przez cały czas uczac matematyki w gimnazjum w Warszawie. Napisał badz przetłumaczył kilka ksiazek oraz wiele artykułów, zarówno matematycznych jak i popularnonaukowych.
Źródło:: Antiquitates Mathematicae; 2009, 3; 65-87
1898-5203
2353-8813
Pojawia się w:: Antiquitates Mathematicae
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

Tytuł:: Functions or functional sequences with special properties whose constructions we owe to Polish mathematicians
Autorzy:: Wilczyński, Władysław
Powiązania:: https://bibliotekanauki.pl/articles/749645.pdf
Data publikacji:: 2015
Wydawca:: Polskie Towarzystwo Matematyczne
Tematy:: funkcje, ciągi funkcyjne, historia matematyki
function, functional sequences, teaching mathematics, history of mathematics
Opis:: W dorobku polskich matematyków XX wieku można znaleźć liczne przykłady funkcji oraz ciągów funkcyjnych mających niezwykłe lub niespodziewane własności. Praca omawia niektóre wyniki Wacława Sierpińskiego, Stanisława Saksa, Stefana Mazurkiewicza, Hugona Steinhausa, Stefana Banacha, Witolda Wilkosza, Stanisława Ruziewicza, Antoniego Zygmunda, Józefa Marcinkiewicza, Zygmnuta Zahorskiego, Zbigniewa Grandego i Jana Lipińskiego. Część konstrukcji przedstawiona jest szczegółowo.
In the scholarly output of Polish mathematicians of the 20th century one can find numerous examples of functions and sequences of functions with unusual or unexpected properties. This paper discusses certain results of Wacław Sierpiński, Stanisław Saks, Stefan Mazurkiewicz, Hugo Steinhaus, Stefan Banach, Witold Wilkosz, Stanisław Ruziewicz, Antoni Zygmund, Józef Marcinkiewicz, Zygmunt Zahorski, Zbigniew Grande and Jan Lipiński. Some constructions are presented in details.
Źródło:: Antiquitates Mathematicae; 2015, 9
1898-5203
2353-8813
Pojawia się w:: Antiquitates Mathematicae
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 3.

Tytuł:: A commentary to Szureks article
Autorzy:: Dymel, Jacek
Powiązania:: https://bibliotekanauki.pl/articles/749426.pdf
Data publikacji:: 2019
Wydawca:: Polskie Towarzystwo Matematyczne
Tematy:: beautiful mathematics, core curriculum, creative thinking, teaching mathe- matics teaching schematic procedures, passionate teachers.
beautiful mathematics, core curriculum, creative thinking, teaching mathe- matics teaching schematic procedures, passionate teachers
Opis:: My commentary to the article Utopian Mathematics by prof. Michał Szurek presents a teacher's point of view.
Źródło:: Didactica Mathematicae; 2019, 41
0208-8916
2353-0960
Pojawia się w:: Didactica Mathematicae
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 4.

Tytuł:: Utopian Mathematics or Wishful Teaching
Autorzy:: Szurek, Michał
Powiązania:: https://bibliotekanauki.pl/articles/749424.pdf
Data publikacji:: 2019
Wydawca:: Polskie Towarzystwo Matematyczne
Tematy:: wishful teaching, creative attitude, journey across mathematics, generalization, solution, equation.
wishful teaching, creative attitude, journey across mathematics, generalization, solution, equation
Opis:: The discussion during the didactic session of the Jubilee Congress of the Polish Mathematical Society, Kraków, September 2019.
Źródło:: Didactica Mathematicae; 2019, 41
2353-0960
Pojawia się w:: Didactica Mathematicae
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 5.

Tytuł:: On formal and informal notation of calculation during the early learning of arithmetic by young students
Autorzy:: Rożek, Bożena
Powiązania:: https://bibliotekanauki.pl/articles/748932.pdf
Data publikacji:: 2016
Wydawca:: Polskie Towarzystwo Matematyczne
Tematy:: early learning of arithmetic
symbolic language of mathematics
constructivist concepts of teaching
informal notation of calculation
Opis:: This article refers to one of the important objectives in teaching mathematics – shaping its formal language. It raises the question of teaching methods in crossing the decimal threshold in addition and subtraction, used in Poland for over 50 years, that are too formal for students of the first educational stage, and that boil down to successive transformations on a symbolic level. On one hand, there will be presented a theoretical analysis of literature concerning the formation of the language of mathematics and inefficient methods associated with a too early transition to the level of symbolic writing, that can lead to the danger of formalism in teaching mathematics. On the other hand, based on fragments of the research, there will be presented extreme difficulties of a second grade student in a primary school in the process of crossing of the threshold of ten in symbolic writing and examples of the use of less formal writing for children, adapted to their natural development. Considerations in the article suggests leaving a rigid school methodology, while encouraging the use of less formal writing in computational mathematics in early childhood education, as a transitional stage in the development of a proper formal language for students.
Źródło:: Didactica Mathematicae; 2016, 38
2353-0960
Pojawia się w:: Didactica Mathematicae
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 6.

Tytuł:: Enrichment of elementary school symmetry-learning process by using melody transformations
Autorzy:: Sajka, Mirosława
Fraś, Paulina
Powiązania:: https://bibliotekanauki.pl/articles/749434.pdf
Data publikacji:: 2019
Wydawca:: Polskie Towarzystwo Matematyczne
Tematy:: teaching and learning process, symmetry, elementary school, melody transformations, music and mathematics, musical model, transfer of knowledge, multiple intelligences, didactic proposition
Opis:: Mathematics and Music - two dierent aspects of human creativity, seemingly belonging to separate areas: science and humanities. Despite this, there are multiple well-known common elements and analogies between the two. Especially well explored is the use of mathematics in music. The opposite, which is the use of music in mathematics, seems unusual and is rarely discussed, including the educational aspect. This paper proposes an exemplary approach of using music to enrich and facilitate mathematics teaching and provides its initial empirical verification. The research presented in this paper describes an additional model which presents the possibility and efectiveness of using music to teach geometric transformations of the plane (reflection symmetry and point reflection) at 6th-7th elementary music school grade levels (12 - 13 years old students). The research initially confrmed the hypothesis that the analysis of musical themes and their transformations can be used in music schools as a new model of facilitating the mathematical understanding of reflection symmetry and point reflection. After an experimental music theory lesson concerning melody transformations and a presentation of the parallels between geometric transformations and their melodic transformation equivalents, the results of the POST-TEST in mathematics were significantly better than the PRE-TEST results for the entire experimental class. Moreover, the spontaneous transfer of knowledge from music to mathematics, concerning the understanding of point and reflection symmetry, was observed. The new musical model turned out to be a useful artifact to some students. The additional research results concern the awareness of the possibility of knowledge transfer between mathematics and music. The teachers of mathematics and music theory involved with the experimental class have not made use of the possibility of transferring musical knowledge to mathematics before, while elementary-level music school students are aware of some analogies between mathematics and music.
Źródło:: Didactica Mathematicae; 2019, 41
2353-0960
Pojawia się w:: Didactica Mathematicae
Dostawca treści:: Biblioteka Nauki

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