Mathematics and Computer Education最新文献

{"title":"Benjamin Franklin's Numbers: An Unsung Mathematical Odyssey","authors":"J. Rauff","doi":"10.5860/choice.45-4440","DOIUrl":"https://doi.org/10.5860/choice.45-4440","url":null,"abstract":"","PeriodicalId":365977,"journal":{"name":"Mathematics and Computer Education","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126453038","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Archimedes Codex: How a Medieval Prayer Book Is Revealing the True Genius of Antiquity's Greatest Scientist","authors":"J. Rauff","doi":"10.5860/choice.45-4351","DOIUrl":"https://doi.org/10.5860/choice.45-4351","url":null,"abstract":"","PeriodicalId":365977,"journal":{"name":"Mathematics and Computer Education","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114836023","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Is Mathematics Inevitable? a Miscellany","authors":"Chris Arney","doi":"10.5860/choice.45-5041","DOIUrl":"https://doi.org/10.5860/choice.45-5041","url":null,"abstract":"","PeriodicalId":365977,"journal":{"name":"Mathematics and Computer Education","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121241360","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Artist and the Mathematician: The Story of Nicolas Bourbaki, the Genius Mathematician Who Never Existed","authors":"Chris Arney","doi":"10.5860/choice.44-3833","DOIUrl":"https://doi.org/10.5860/choice.44-3833","url":null,"abstract":"T he one hundredth birthday of Claude Lévi-Strauss, the founding father of structural anthropology and a member of the Académie Française, was celebrated with pomp in Paris on November 28, 2008. For reasons of health, Lévi-Strauss did not participate in the main ceremonies held at the ethnographical museum of Quai Branly, but President Sarkozy paid a courtesy visit to his home. Math and myth intertwine in a subtle manner in the thought of Lévi-Strauss. Mathematical tropes carry a heavy burden in his texts. They are more than metaphors. Structures of mathematics serve to express some of his most fundamental ideas about human societies. Mathematics may have played a bigger part in the genesis of structuralism than has generally been realized. I review two books that shed light on this interaction. The volume edited by Pierre Maranda is a technical and philosophical contribution to the more sophisticated aspects of Lévi-Strauss’s intellectual legacy, whereas Amir D. Aczel’s popular book on Bourbaki has been included because of the large place given to Lévi-Strauss in it. Lévi-Strauss is a bricoleur who during his extraordinarily long career has made use of the most diverse intellectual tools that happened to be available to him. After conducting ethnographic fieldwork in Brazil in 1935 through 1939, he became a foremost theoretician systematizing the mythologies of the world. In 1939, he returned to France to take part in the war effort. After the French capitulation, he was forced to flee – being of Jewish ancestry – to the United States. New York’s Greenwich Village became an intellectual hub where many European émigrés came together. Along with Jacques Maritain, Henri Focillon, and Roman Jakobson, he was a founding member of the École Libre des Hautes Études, a sort of university-in-exile for French academics. He was much influenced by the linguistic theories of Ferdinand de Saussure and Roman Jakobson. His basic notion of mythème, an irreducible kernel of a myth, can be traced back to the Saussurean concept of phonème. Lévi-Strauss was inspired by structures of music as well. His major work Mythologiques compares in its four-fold structure with the tetralogy of Richard Wagner. It is less known – and not always well-understood – that mathematics played a certain role in the unfolding of structuralism as an intellectual movement, to the point – as is vigorously claimed by Aczel – that we should count the mathematician André Weil as one of its founding fathers. Lévi-Strauss rubbed shoulders with Weil in New York and helped to organize a temporary position for him at the University of São Paulo. Weil stayed in the United States whereas Lévi-Strauss returned to France and defended a thesis on elementary kinship structures at the Sorbonne in 1949.","PeriodicalId":365977,"journal":{"name":"Mathematics and Computer Education","volume":"290 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130702682","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Finite State Morphology","authors":"J. Rauff","doi":"10.7551/mitpress/3007.003.0004","DOIUrl":"https://doi.org/10.7551/mitpress/3007.003.0004","url":null,"abstract":"","PeriodicalId":365977,"journal":{"name":"Mathematics and Computer Education","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134439738","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Rethinking Mathematics: Teaching Social Justice by the Numbers","authors":"J. Rauff","doi":"10.5860/choice.43-3508","DOIUrl":"https://doi.org/10.5860/choice.43-3508","url":null,"abstract":"Eric Gaze, Alfred University 2007 Midwest Sociology Society Teaching Q/L: Examples from Across the Disciplines I thought math was just a subject they implanted on us just because they felt like it, but now I realize that you could use math to defend your rights and realize the injustices around you... Now I think math is truly necessary and, I have to admit it, kinda cool. It’s sort of like a pass you could use to try to make the world a better place. -Freida 9th grade Chicago Public Schools","PeriodicalId":365977,"journal":{"name":"Mathematics and Computer Education","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126222824","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Limits to Growth: The 30-Year Update","authors":"Chris Arney","doi":"10.5860/choice.42-1517","DOIUrl":"https://doi.org/10.5860/choice.42-1517","url":null,"abstract":"","PeriodicalId":365977,"journal":{"name":"Mathematics and Computer Education","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124536262","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Math through the Ages: A Gentle History for Teachers and Others (Expanded Edition)","authors":"J. Rauff","doi":"10.5860/choice.41-5951","DOIUrl":"https://doi.org/10.5860/choice.41-5951","url":null,"abstract":"MATH THROUGH THE AGES: A GENTLE HISTORY FOR TEACHERS AND OTHERS (EXPANDED EDITION) by William P. Berlinghoff and Fernando Q. Gouvea Oxton House Publishers and The Mathematical Association of America 2004, 273 pp. As I write this review, I have just finished the last class meeting of my history of mathematics course and am eagerly awaiting term papers from my 30 students. The text I used this semester was Math Through the Ages: A Gentle History for Teachers and Others. It is a text I am happy to recommend to teachers of the history of mathematics whose course is populated with prospective teachers of mathematics, prospective elementary school teachers, liberal arts students, and mathematics majors. Math Through the Ages (MTA) is built around twenty-five historical sketches covering selected ideas in basic mathematics. Each sketch is a blend of mathematics and history. The reader sees how the mathematical topic fits into the larger mathematical scene, learns of the major figures in its development, and investigates certain technical details about the topic. The sketches range from a brief look at numeration systems to Cantorian set theory. Each sketch is followed by questions and projects that were, in the words of the authors, \"constructed ... with several distinct reader objectives in mind: * to learn more about the mathematical ideas in the sketch; * to do or express mathematics in historical ways; * to learn more about the mathematical history of the topic; and * to see how and where the mathematical history fits in with broader historical perspectives.\" (p. x) I assigned at least one of the questions in each sketch and was pleased to see that they challenged the students to reach beyond the text for factual information and mathematical technique. I also found that the level of mathematics required by the questions varied greatly, giving every student some things they could do easily and some things they found difficult. Preceding the twenty-five sketches in MTA is a 55-page digest of the history of mathematics. This \"History of Mathematics in a Large Nutshell\" previews the topics in the sketches, offers up topics not found in the sketches, and helps tie diverse topics into a nice whole. I assigned this \"nutshell\" at the beginning of the course and then again at the end to give the students a preview of where they were going and a post view of where they had been. …","PeriodicalId":365977,"journal":{"name":"Mathematics and Computer Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125217703","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Conned Again Watson!: Cautionary Tales of Logic, Math, and Probability","authors":"Chris Arney","doi":"10.5860/choice.38-5622","DOIUrl":"https://doi.org/10.5860/choice.38-5622","url":null,"abstract":"","PeriodicalId":365977,"journal":{"name":"Mathematics and Computer Education","volume":"65 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2005-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132286739","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Adobe Photoshop Elements 2.0","authors":"N. Grandgenett","doi":"10.4324/9780080466569","DOIUrl":"https://doi.org/10.4324/9780080466569","url":null,"abstract":"","PeriodicalId":365977,"journal":{"name":"Mathematics and Computer Education","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2004-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116614947","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}