Articles liés à Learning Abstract Algebra with Isetl

Learning Abstract Algebra with Isetl - Couverture souple

Dubinsky, Ed; Leron, Uri

 
9783540941521: Learning Abstract Algebra with Isetl
Couverture souple
ISBN 10 : 3540941525 ISBN 13 : 9783540941521
Editeur : Springer-Verlag Berlin and Heidelberg GmbH & Co. K, 1994

Synopsis

Most students in abstract algebra classes have great difficulty making sense of what the instructor is saying. Moreover, this seems to remain true almost independently of the quality of the lecture. This book is based on the constructivist belief that, before students can make sense of any presentation of abstract mathematics, they need to be engaged in mental activities which will establish an experiential base for any future verbal explanation. No less, they need to have the opportunity to reflect on their activities. This approach is based on extensive theoretical and empirical studies as well as on the substantial experience of the authors in teaching astract algebra. The main source of activities in this course is computer constructions, specifically, small programs written in the mathlike programming language ISETL; the main tool for reflections is work in teams of 2-4 students, where the activities are discussed and debated. Because of the similarity of ISETL expressions to standard written mathematics, there is very little programming overhead: learning to program is inseparable from learning the mathematics. Each topic is first introduced through computer activities, which are then followed by a text section and exercises. This text section is written in an informed, discusive style, closely relating definitions and proofs to the constructions in the activities. Notions such as cosets and quotient groups become much more meaningful to the students than when they are preseted in a lecture.

Les informations fournies dans la section « Synopsis » peuvent faire référence à une autre édition de ce titre.

À propos de la quatrième de couverture

Most students in abstract algebra classes have great difficulty making sense of what the instructor is saying. Moreover, this seems to remain true almost independently of the quality of the lecture. This book is based on the constructivist belief that, before students can make sense of any presentation of abstract mathematics, they need to be engaged in mental activities which will establish an experiential base for any future verbal explanation. No less, they need to have the opportunity to reflect on their activities. This approach is based on extensive theoretical and empirical studies as well as on the substantial experience of the authors in teaching astract algebra. The main source of activities in this course is computer constructions, specifically, small programs written in the mathlike programming language ISETL; the main tool for reflections is work in teams of 2-4 students, where the activities are discussed and debated. Because of the similarity of ISETL expressions to standard written mathematics, there is very little programming overhead: learning to program is inseparable from learning the mathematics. Each topic is first introduced through computer activities, which are then followed by a text section and exercises. This text section is written in an informed, discusive style, closely relating definitions and proofs to the constructions in the activities. Notions such as cosets and quotient groups become much more meaningful to the students than when they are preseted in a lecture.

Les informations fournies dans la section « A propos du livre » peuvent faire référence à une autre édition de ce titre.

Éditeur
Springer-Verlag Berlin and Heidelberg GmbH & Co. K
Date d'édition
1994
Langue
allemand
ISBN 10 
3540941525
ISBN 13 
9783540941521
Reliure
Broché
Nombre de pages
256
Coordonnées du fabricant
non disponible
Personne responsable
Springer Nature Customer Service Center GmbH
ProductSafety@springernature.com

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