1,720,980 research outputs found
The importance of “extensive teaching” in the education of prospective teachers of mathematics
Full text linkIn recent discussions on university curricula we fostered the idea that an extensive teaching of mathematics is needed in the education of prospective teachers. Most universities only provide courses on methodological didactical issues - if any - or intensive teaching, more suitable for prospective researchers. The goal of this paper is to clarify the meaning of extensive teaching, in the sense already considered in the work of Guido Castelnuovo, and to discuss its relevance today
A Computer Model for a Theory of Evolution
No full textComputer models and computer simulations are crucial for understanding com- plex phenomena because they compel the explicit enumeration of all variables and the exact specification of all relations between them. In this paper we discuss a computer model for a phenotypical theory of evolution which, in our opinion, is well suited to simulate the complex dependence of speciation on both internal and external factors, through their influences on the fertility factor. Some of these dependences are investigated through simulations
Mathematics as a cultural glue in teaching
No full textIn this paper, we discuss the research project of the University of Salerno whose outcome was a three-year experimentation, known as Liceo Matematico (Mathematical High School), in 18 classes of the scientific High Schools (Liceo Scientifico) in Campania. This presentation is a contribution to the debate about Liceo Matematico which, in different guises, have also been organized in other regions of Italy in 2016
Interdisciplinarity for learning and teaching mathematics
Full text linkComplex problems need interdisciplinary approaches. Thinking in an interdisciplinary way asks for changes in learning and teaching and hence in our views on pedagogical problems. An interdisciplinary approach could provide a new framework also for dealing with disciplinary didactical problems. In this paper, we propose a methodology which we call globally interdisciplinary laboratories as an effective way to practice interdisciplinary teaching at the high school level. We discuss the possibility of applying this methodology to the learning and teaching of mathematics. Globally interdisciplinary laboratories are designed by a pool of researchers in collaboration with high school teachers of several disciplines and they are delivered in the classroom by a pool of teachers in co-presence. This has been experimented in Italy in many classes which are part of a national educational project called Liceo matematico. In this paper, we discuss the general design principle of a GIL and exemplify the methodology by considering the one we have called educate the sight, which aims at stimulating, within an interdisciplinary framework, intellectual curiosity, the ability to spot the prominent features of a problem and, in mathematics, the ability of conjecturing, which should be one of the fundamental concerns of mathematical teaching, according to Polya’s decalogue for mathematics teachers (POLYA, 1981)
Dalla riga e il compasso alla Geometria Dinamica: considerazioni comparative sull'uso degli strumenti in matematica
No full textUsing graphing calculators at university
No full textIn the last few years, we made use of graphing calculators in many different teaching/learning contexts at University. This is a report about these experiences with some considerations on the suitability of graphing calculators for teaching/learning Mathematics at University. We shall report activities with five different groups of learners: prospective university students in mathematics; first year university students in science; students working for Master’s Degree Projects; prospective teachers of Mathematics; in-service teachers of Mathematics
Il contributo di Giovanni Virgilio Schiaparelli allo studio matematico della Teoria dell'Evoluzione
No full textStarting from the new edition, published in 2010, of G. V. Schiaparelli's paper "Studio comparativo tra le forme organiche naturali e le forme geometriche pure" (1898), we show the theoretical and mathematical developments inspired by such work. Our aim is to propose both a geometrical and dynamical models and related numerical simulations
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
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