L’esatta percezione dell’inesatto. Intervista con il Maestro Roman Vlad
L'implication statistique entre variables modales
L'implication statistique, selon R.Gras, permet d'associer à un ensemble de variables binaires ou fréquentielles un préordre représentable par un graphe non symétrique et par une hiérarchie ascendante. L'analyse d'un questionnaire à modalités totalement ordonnées nous contraint, pour conserver l'information maximale, à étendre cette notion à des variables modales et, par suite et a fortiori, à des variables ordinales qui s'y ramènent. A la suite de cette construction, on examine les contributions...
L’insegnamento della matematica negli Stati Uniti
Má ryze teoretická matematika uplatnění v technické praxi?
Matematica, Didattica della Matematica, Ricerche in Didattica della Matematica
Matematica e humanitas scientifica. Il progetto di rinnovamento della scuola di Giovanni Vailati
Matematica ed Ecologia: un’interazione feconda
Matematica, scienza del calcolo, creatività e formazione
Matematicko-didaktický profil sympozia v Bielefeldu
Matematika a zdravý rozum: jaký je jejich vztah?
Matematika na vzdálené planetě
Mathematical knowledge and the teaching of mathematics at the secondary level. Some reflections.
Mathematics and Morality on the Cusp of Modernity
This note suggests that a fruitful way of investigating the history of mathematics lies in consideration of its pedagogical purposes. As a general illustration of the directions that such an approach might take, the paper discusses early-modern arguments for the practical utility of mathematics and its capacity to inculcate good habits of thought, as well as the appearance of new uses for mathematical training in the later eighteenth and early nineteenth centuries that served the purpose of the...
Mathematics and things. A look from the mathematical education.
Mathematics education: Reform or renewal?
Mathematics instruction in the twenty-first century.
Modelization of space and time.
Modernizace školské matematiky ve Francii
Může být školská matematika matematikou dobrou?
Nejen žákovské představy o funkcích