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    Wyświetlanie 1-2 z 2
    Tytuł:
    NAUKA I ŚCISŁOŚĆ, CZYLI W STRONĘ J.F. DREWNOWSKIEGO MINIMALNEJ APARATURY SYMBOLICZNEJ
    SCIENCE AND ACCURACY, I.E. TOWARDS J.F. DREWNOWSKI MINIMUM SYMBOLIC APPARATUS
    Autorzy:
    Adamczyk, Michał
    Powiązania:
    https://bibliotekanauki.pl/articles/488352.pdf
    Data publikacji:
    2013
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
    Tematy:
    metodologia teologii
    formalizacja teologii
    Koło Krakowskie
    filozofia języka
    aparat językowy
    zdanie elementarne
    the methodology of theology
    formalization of theology
    the Cracow Circle
    language apparatus
    elementary proposition
    Opis:
    The subject of this article is the symbol mechanism proposed by J.F. Drewnowski as a tool for the accurate formulation of sentences in science, including theology. The tool consists of three elements: classical propositional calculus, classical predicate calculus without variable functors and constant functor of the elementary proposition f (x,y,z). This sentence contains three arguments of three different types that correspond to the frame of reference, things and qualities of things. The purpose of this article is to show the language apparatus in the context of author’s other works as well as explain the terms characteristic for the author in order to enable the assessment of the value and timeliness of this idea.
    Źródło:
    Roczniki Filozoficzne; 2013, 61, 3; 43-59
    0035-7685
    Pojawia się w:
    Roczniki Filozoficzne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    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
    Artykuł
      Wyświetlanie 1-2 z 2

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