| dc.creator |
Håkan Lennerstad |
|
| dc.date |
2005-01-01T00:00:00Z |
|
| dc.date.accessioned |
2015-07-20T22:11:54Z |
|
| dc.date.available |
2015-07-20T22:11:54Z |
|
| dc.identifier |
1102-6472 |
|
| dc.identifier |
https://doaj.org/article/ddd88221e68c4076aab2710649766b2d |
|
| dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/14793 |
|
| dc.description |
This article discusses the role in mathematics of its formal language,here called Mathematish. This language became significant when sym-bolic mathematics gradually replaced rhetoric mathematics. Mathe-matics gained in efficiency and calculation became dominant. It isclaimed that this happened at the expense of mathematical interpreta-tion, except for those who intuitively understand Mathematish. Inlinguistic argumentation it is also claimed that the structure of alanguage is naturally non-articulated for intuitive learners, often teach-ers, while teaching requires articulation. Languages are often exclud-ing. The relationship between content and language in mathematics isdescribed from several viewpoints. Three distinct types of mathemat-ical knowledge are suggested: 1. How to successfully use Mathema-tish rules, 2. Mathematish rules (computer programmable grammar),3. Ideas and meanings of mathematics, e.g. applications and meta-phors. Non-formal ways of hinting at mathematical ideas and mean-ings, shedding light on both Mathematish and content, are suggested. |
|
| dc.language |
Swedish |
|
| dc.language |
Danish |
|
| dc.language |
Norwegian |
|
| dc.language |
English |
|
| dc.publisher |
Örebro University |
|
| dc.relation |
http://www.oru.se/Extern/Forskning/Forskningsmiljoer/HumUS/Utbildning_och_Demokrati/Tidskriften/2005/Nr%202_2005_pdf/Lennerstad.pdf |
|
| dc.relation |
https://doaj.org/toc/1102-6472 |
|
| dc.source |
Utbildning & Demokrati : Tidsskrift för Didaktik och Utbildningspolitik, Vol 14, Iss 2, Pp 27-55 (2005) |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.title |
Matematikens dubbelnatur - undflyende innehåll, självtillräckligt språk |
|
| dc.type |
article |
|