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Mathematical Values in Turkish High School Mathematics Textbooks
Asia Pacific Journal of Education and Society, 2022<p>This study aims to examine how mathematical values are represented in Turkish high school mathematics textbooks during the 2019-2020 academic year. A case study design was used in this study. The research examined a total of 2175 questions. Descriptive analysis was used in the analysis of qualitative data. The data was sorted into mathematical
Damla BAKIRCI, Abdullah Çağrı Biber
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On the Value of Mathematics (Books)
Mathematics Magazine, 1982(1982). On the Value of Mathematics (Books) Mathematics Magazine: Vol. 55, No. 2, pp. 98-103.
G. L. Alexanderson, L. F. Klosinski
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2016
There is a widespread perception that mathematics is objective and value-free and that values only enter into mathematics subjectively in the personal preferences of mathematicians. In this paper I argue that, on the contrary, mathematics itself is value-laden; imbued with epistemological, ontological, aesthetic and ethical values.
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There is a widespread perception that mathematics is objective and value-free and that values only enter into mathematics subjectively in the personal preferences of mathematicians. In this paper I argue that, on the contrary, mathematics itself is value-laden; imbued with epistemological, ontological, aesthetic and ethical values.
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The Cultural Value of Mathematics
The Mathematics Teacher, 1929A famous English mathematician and philosopher has defined mathematics as a science in which “we never know what we are talking about, nor whether what we say is true or false.”- In all seriousness, there is some truth in this definition, but one may also maintain that it contains some exaggeration.
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The Cultural Value of Mathematics
The Mathematics Teacher, 1923When one receives good news or feels the pleasant thrill after having accomplished a difficult task, his first impulse is to rush to some one and tell him of his new found pleasure. And so it is with me. I have had many happy hours and have experienced a peculiar pleasure which I know I could not have experienced had I not applied myself in the study ...
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Why Lattice-valued fuzzy values? A mathematical justification
Journal of Intelligent & Fuzzy Systems, 2015Abstract To take into account that expert’s degrees of certainty are not always comparable, researchers have used partially ordered set of degrees instead of the more traditional linearly (totally) ordered interval [0, 1]. In most cases, it is assumed that this partially ordered set is a lattice, i.e., every two elements have the ...
Rujira Ouncharoen +2 more
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Mathematics, Educational Values, and Intellectual Values
2018In this chapter I emphasize my conception that the mathematics teacher should also be an educator and not simply a person who covers the course syllabus. I discuss the moral value people call “the golden rule.” I also discuss the educational value of procedures.
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The Mathematics Teacher, 1922
“The intellect never slumbers,” but is ever searching for knowledge and truth. It is ever groping about in the darkness of error and of doubt, and if truly honest in its search, uses every light which an all wise and loving Master has given it to detect the slightest flaw in every finite problem which is presented to it.
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“The intellect never slumbers,” but is ever searching for knowledge and truth. It is ever groping about in the darkness of error and of doubt, and if truly honest in its search, uses every light which an all wise and loving Master has given it to detect the slightest flaw in every finite problem which is presented to it.
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The value of mathematical talk
Practical Pre-School, 2003Talk is an important link between doing something and knowing something. Talking helps us make sense of what we see and hear. Through talking, new ideas become integrated with established ideas. But we all need something to talk about! Engaging in rich hands-on activities underpins children's developing vocabulary and communication skills.
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Values in the mathematics classroom
Educational Philosophy and Theory, 2019Values, moral values and democratic values are attracting the attention of education researchers in general and mathematics education researchers in particular.
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