By Sergei Abramovich

ISBN-10: 1611227844

ISBN-13: 9781611227840

ISBN-10: 1612090311

ISBN-13: 9781612090313

This ebook addresses middle suggestions via the convention Board of the Mathematical Sciences - an umbrella agency such as 16 specialist societies within the usa - concerning the mathematical education of the academics. in keeping with the Board, the concept that of a capstone path in a arithmetic schooling software contains academics' studying to exploit generally to be had academic software program with the objective to arrive a undeniable intensity of the maths curriculum via adequately designed computational experiments. In flip, the idea of scan within the educating of arithmetic units up a direction towards improving the 'E' part of the academics' literacy within the STEM disciplines. This ebook discusses reviews in instructing a computer-enhanced capstone path for potential lecturers of highschool arithmetic.

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**Additional resources for Computer-Enabled Mathematics: Integrating Experiment and Theory in Teacher Education (Education in a Competitive and Globalizing World)**

**Sample text**

Therefore, The Multiplication Table from an Advanced Standpoint Remark 7. Another way to prove the inequality q(n) 1 1 . 2 n(n 1) n whence The last inequality 29 2 is to note that n2 n(n 1) 2 n makes it possible to write 2 2 2 2 0 , thereby confirming that 22 2 q(n) . 2 n n(n 1) n(n 1) n(n 1) n n(n 1) One may wonder as to why the inequality n2 n(n 1) can be used in proving the 2 1 , yet it does not work when proving the inequality q(n) 2 ? To 2 n n 2 n n(n 1) answer this question note that when comparing the three quantities , and n2 for 2 2 2 n(n 1) n n ≥ 1 the following observation can be made: and never coincide, whereas 2 2 n(n 1) and n2 do coincide when n = 1.

In the case of equations with parameters, the appropriate use of technology can provide conceptually oriented learning environments conducive to the development of advanced mathematical thinking. This chapter will demonstrate that significant curricular implications may result from shifting the focus of school mathematics activities from the study of specific equations to those dependent on parameters. The introduction of parameter-dependent functions and equations in the curriculum has great potential to bring about a dynamic flavor in the seemingly static structure of pre-calculus and, in general, supports the reformed vision of school mathematics.

On the other hand, when one proves a non-strict inequality, establishing that type of inequality between its appropriate components can work at a means of proving. As Poincaré4 noted, ―[students] wish to know not merely whether all the syllogisms of a demonstration are correct, but why they link together in this order rather than another. In so far as to them they seem engendered by caprice and not by an intelligence always conscious of the end to be attained, they do not believe they understand‖ (cited in [Hadamard5, 1996, p.

### Computer-Enabled Mathematics: Integrating Experiment and Theory in Teacher Education (Education in a Competitive and Globalizing World) by Sergei Abramovich

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