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1. |
Record Nr. |
UNINA9910957859703321 |
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Titolo |
On the teaching of linear algebra / / edited by Jean-Luc Dorier |
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Pubbl/distr/stampa |
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Dordrecht ; ; Boston, : Kluwer Academic Publishers, c2000 |
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ISBN |
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1-280-20772-8 |
9786610207725 |
0-306-47224-4 |
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Edizione |
[1st ed. 2000.] |
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Descrizione fisica |
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1 online resource (313 p.) |
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Collana |
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Mathematics education library ; ; v. 23 |
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Altri autori (Persone) |
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Disciplina |
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Soggetti |
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Algebras, Linear - Study and teaching |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Epistemological Analysis of the Genesis of the Theory of Vector Spaces -- Epistemological Analysis of the Genesis of the Theory of Vector Spaces -- Teaching and Learning Issues -- The Obstacle of Formalism in Linear Algebra -- Level of Conceptualization and Secondary School Math Education -- The Teaching Experimented in Lille -- The Meta Lever -- Three Principles of Learning and Teaching Mathematics -- Modes of Description and the Problem of Representation in Linear Algebra -- On Some Aspects of Students’ Thinking in Linear Algebra -- Presentation of Other Research Works. |
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Sommario/riassunto |
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To a large extent, it lies, no doubt, in what is presented in this work under the title of ‘meta lever‘, a method which it is certainly interesting to develop and further refine. There exists in mathematics courses a strange prudery which forbids one to ask questions such as, ‹‹ Why are we doing this? », ‹‹ At what is the objective aimed? », whereas it is usually easy to reply to such questions, to keep them in mind, and to show that one can challenge these questions and modify the objectives to be more productive or more useful. If we don‘t do this we give a false impression of a gratuitous or arbitrary interpretation of a discipline whose rules are far from being unmotivated or unfounded. One must also consider the time aspect. Simple ideas take a long time to be conceived. Should we not therefore allow the students time to familiarize themselves with new notions? And must we not also |
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recognize that this length of time is generally longer than that of the official length of time accorded to this teaching and that we should be counting in years? When the rudiments of linear algebra were taught at the level of the lycée (college level), the task of first year university teachers was certainly easier : for sure the student's knowledge was not very deep, however it was not negligible and it allowed them to reach a deeper understanding more quickly. |
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2. |
Record Nr. |
UNINA9910917176903321 |
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Autore |
Gewaltig Marc-Oliver |
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Titolo |
Python in Neuroscience |
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Pubbl/distr/stampa |
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Descrizione fisica |
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1 online resource (273 p.) |
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Collana |
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Frontiers Research Topics |
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Soggetti |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Sommario/riassunto |
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Python is rapidly becoming the de facto standard language for systems integration. Python has a large user and developer-base external to theneuroscience community, and a vast module library that facilitates rapid and maintainable development of complex and intricate systems. In this Research Topic, we highlight recent efforts to develop Python modules for the domain of neuroscience software and neuroinformatics: - simulators and simulator interfaces - data collection and analysis - sharing, re-use, storage and databasing of models and data - stimulus generation - parameter search and optimization - visualization - VLSI hardware interfacing. Moreover, we seek to provide a representative overview of existing mature Python modules for neuroscience and neuroinformatics, to demonstrate a critical mass and show that Python is an appropriate choice of interpreter interface for future neuroscience software development. |
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