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Titlebook: Handbook of Cognitive Mathematics; Marcel Danesi Living reference work 20210th edition set theory.geometry.computational neuroscience.con

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31#
發(fā)表于 2025-3-26 22:09:57 | 只看該作者
32#
發(fā)表于 2025-3-27 02:42:32 | 只看該作者
Fire Suppression and Detection in Tunnels,tics with which they are related and show how one can learn to work with that mathematics by going back to the diagrams, even from places that seem highly conceptual. In this way, this chapter describes the work with diagrams as a microcosm of mathematical creativity.
33#
發(fā)表于 2025-3-27 07:59:32 | 只看該作者
Fuel and Ventilation-Controlled Fires,undational and cognitive points of view. Pragmaticism is a pluralist methodology addressing questions and topics such as (i) mathematical objects as hypothetical mental creations; (ii) the roots of mathematical theories in the experience of mathematical reasoners; (iii) the place of structuralist an
34#
發(fā)表于 2025-3-27 11:20:41 | 只看該作者
Tunnel und verdeckte Kan?le im Netzto a radical rethinking of this intellectualist approach, above all in the French philosophy of mathematics. In recent decades, many authors have pointed out the diagrammatic nature of our doing of mathematics as a way to understand its synthetic ability to grasp reality. Using Charles S. Peirce’s p
35#
發(fā)表于 2025-3-27 16:35:50 | 只看該作者
36#
發(fā)表于 2025-3-27 21:14:16 | 只看該作者
37#
發(fā)表于 2025-3-27 23:47:38 | 只看該作者
Ethnomathematics and Cultural Identity to Promote Culturally Responsive Pedagogical Choices for Teafurther contribute to equitable mathematics teaching and learning practices as well as student achievement. Building a shared vision of equitable mathematics achievement entails social, political, and cultural values, which means that everyone may not have the same idea in mind when talking about ma
38#
發(fā)表于 2025-3-28 05:23:26 | 只看該作者
39#
發(fā)表于 2025-3-28 07:38:26 | 只看該作者
40#
發(fā)表于 2025-3-28 13:33:07 | 只看該作者
Ethnomathematics in Education: The Need for Cultural Symmetry,atical ideas. However, the inclusion of ethnomathematics in formal mathematics education has been criticized as potentially reducing rather than improving Indigenous students’ possibilities to value their cultural traditions and practices for their own sake and to gain appropriate mathematical under
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