Titlebook: Exploiting Mental Imagery with Computers in Mathematics Education; Rosamund Sutherland,John Mason Conference proceedings 1995 Springer-Ver

推延

Exploiting Mental Imagery with Computers in Mathematics Education

把…比做

Adaptive Low-Power Video Coding,scontinuities are exemplified by drawing a graph, the picture is often represented as a number of curved pieces with a ,jump - at the point under consideration. The result is a widespread belief that a typical function is given by a formula and is continuous except at occasional isolated points. In

蚊帐

Jean-Michel Bergé,Oz Levia,Jacques Rouillardta as developed by Johnson and Lakoff (see [4,5]). The term . is used here in the standard way, e.g. as in the contributions in Janvier [3]. The main idea which I borrow (and use implicitly) from Wittgenstein [7] is his notion of .. Finally, Vaihinger [6] has developed a comprehensive theory of fict

aphasia

感染

Visual Organisers for Formal Mathematicsscontinuities are exemplified by drawing a graph, the picture is often represented as a number of curved pieces with a ,jump - at the point under consideration. The result is a widespread belief that a typical function is given by a formula and is continuous except at occasional isolated points. In

背叛者

Mathematical Objects, Representations, and Imageryta as developed by Johnson and Lakoff (see [4,5]). The term . is used here in the standard way, e.g. as in the contributions in Janvier [3]. The main idea which I borrow (and use implicitly) from Wittgenstein [7] is his notion of .. Finally, Vaihinger [6] has developed a comprehensive theory of fict

现晕光

名义上

Imagery for Diagramsges. This is the view taken by Johnson [15] who claims that ,image schemata… play a central role in all meaning and understanding as well as in all reasoning - (p. ix). Presmeg [23] concludes from this that ,we are . visualizers in the sense that we all use imagery constantly - (p. 311). But are all

认识

Visualization in Mathematics and Graphical Mediators: An Experience with 11-12 Year Old Pupilscesses implied by terms such as ., etc. reported by researchers in mathematics education. It is clear that the objects of such processes are ., but the debate about the nature of mental images, though interesting, will not be considered here. Some statements on the role of graphical representations

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