Titlebook: Mathematics (Education) in the Information Age; Stacy A. Costa,Marcel Danesi,Dragana Martinovic Book 2020 Springer Nature Switzerland AG 2

Dorsal-Kyphosis

Robert K. Loganhan as process) of inquiry. Accordingly, our attention has been principally on . as the basic mode of logical structure, with . (explanatory as well as non-explanatory) and . (laws, theories, models, etc.) as the central topics. The subsumptive systemization of “finished” science, however, is not th

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Martina Metz,Brent Davis often this means results in accordance with established concepts, easily accepted by the editors of established journals, which are read by the establishment. It is the privilege of too many people to be able to accept "truth" and recipes from other people and confirm their truth and results. It is

blithe

Robert K. Loganline. The questions of acceptance (confirmation) and refutation (falsification) have, meanwhile, festered under the cover of unsettled opinion. Contemporary discussion in the philosophy of science, however, offers strong indications of renewed and expanding interest in the entire subject of scientif

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Graphical Literacy, Graphicacy, and STEM Subjects,ssarily the case. By practising and reinforcing graphical literacy concretely, students are given the opportunities required to extract structural and unstructured information correctly and meaningfully from graphical representations.

Legend

,Why Do Mathematicians Need Diagrams? Peirce’s Existential Graphs and the Idea of Immanent Visualityp. 92–108, Hegarty and Kozhevnikov 1999, Kucian et al. 2011, Legg 2017, Prusak 2012). The question I would like to ask here is more general: Why at all do mathematicians need to use diagrams, images and other visualizations in their work?

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Book 2020itive and social progress.. Given the interdisciplinary nature of the chapters, this will be of interest to all kinds of readers, from mathematicians themselves working increasingly with computer scientists, to cognitive scientists who carry out research on mathematics cognition and teachers of math

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