Literaturnachweis - Detailanzeige
| Autor/in | Wasserman, Nicholas |
|---|---|
| Titel | Duality in Combinatorial Notation |
| Quelle | In: For the Learning of Mathematics, 39 (2019) 3, S.16-21 (6 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0228-0671 |
| Schlagwörter | Mathematics Education; Mathematical Concepts; Symbols (Mathematics); Equations (Mathematics); Multiplication |
| Abstract | In combinatorics, combinatorial notation, e.g., C(n, r), is explicitly defined as a numerical value, a cardinality. Yet, we do not use another symbol to signify the set of outcomes--the collection of objects being referenced, whose cardinality is, for example, C(n, r). For an expert, this duality in notation, of signifying both cardinality and set, is not especially problematic; for a learner, however, it can be. This paper explores how combinatorial notation may, unintentionally, signify to learners something that does not lead to developing the conceptual, set-oriented ideas about combinatorics that experts have. Potential resolutions are discussed for combinatorics education. (As Provided). |
| Anmerkungen | FLM Publishing Association. 382 Education South, University of Alberta, Edmonton, Alberta T6G 2G5, Canada. e-mail: flm2@ualberta.ca; Web site: http://flm.educ.ualberta.ca |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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