Educational Studies in Mathematics, Vol 1 - 5

Educational Studies in Mathematics
Springer Netherlands

Volume 1
1968 - 1969

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Contents:
3-8: Hans Freudenthal -> Why to teach mathematics so as to be useful
9-16: A. Z. Krygovska -> Processus de la mathématisation dans l'enseignement
17: J. M. Hammersley -> On the enfeeblement of mathematical skills by modern mathematics and by similar soft intellectual trash in schools and universities
18-23: H. B. Griffiths -> Pure mathematicians as teachers of applied mathematicians
24-30: H. O. Pollak -> On some of the p! roblems of teaching applications of mathematics
31-36: ! And ré Revuz -> Les pièges de l'enseignement des mathématiques
37-54: W. Servais -> Comment enseigner la mathématique pour qu'elle soit utile?
55-60: Jean Tavernier -> The thinking of a physicist about mathematics
61-79: Panel discussion
80-88: A. Delessert -> Quelques observations naïves en marge de deux enquêtes sur l'enseignement mathématique
89-92: Charles Pisot -> Enseignement des mathématiques pour physiciens
93-97: Matts HÃ¥stad -> Mathematics and engineers
98-104: R. C. Lyness -> Applied mathematics in english schools
105-110: Gail Young -> The computer and the calculus
111-117: R. J. Walker -> Student use of a computer
118-125: Maurice Glaymann -> Initiation au calcul numérique et usage des machines à calculer
126-160: Murray S. Klamkin -> On the teaching of mathematics so as to be useful
161-165: H. Behnke -> Wandlungen in der auswahl de! r stoffe für den unterricht
166-180: T. J. Fletcher -> A heuristic approach to matrices
181-201: Hans-Georg Steiner -> Examples of exercises in mathematization on the secondary school level
202-221: Arthur Engel -> Systematic use of applications in mathematics teaching
222-236: André Roumanet -> Une expérience d'enseignement de mathématique avec des enfants de 11 à 13 ans
237-243: A. Brailly -> Un exemple d'exploitation d'une ‘situation’
244: Propositions on the teaching of mathematics
245-246: Final recommandations of the participants about the coordination of the teaching of mathematics and physics
247-251: Joseph M. Scandura, Joan Barksdale, John H. Durnin and Robert Mcgee -> An unexpected relationship between failure and subsequent mathematics learning
252-261: Keith Hirst and Norman Biggs -> Undergraduate projects in mathematics
262-273: Jacques Fort -> Expérimentation! d'un enseignement des mathématiques en classe de sixième de! s lycée s et collèges
274-288: Emma Castelnuovo -> Les transformations affines dans le ler cycle de l'école secondaire
289-299: Hans-Georg Steiner -> Examples of exercises in mathematization
300-311: Arnold Kirsch -> An analysis of commercial arithmetic
312-326: Burt A. Kaufman and Hans-G. Steiner -> The CSMP approach to a content-oriented, highly individualized mathematics education
327-337: Hans Freudenthal -> L'intégration après coup ou à la source
338-339: Hans Freudenthal -> The concept of integration at the Varna congress
340-342: Emma Castelnuovo -> L'intégration centrée autour des mathématiques du ler cycle de l'enseignement secondaire
343-346: P. M. Hiele -> Quelques aspects didactiques du développement de la pensée des enfants dans les mathématiques et la physique
347-351: Howard F. Fehr -> Contemporary mathematics and its intervention in the sciences
352-364: A. Z. Krygovska -> Pré! paration des maîtres à l'enseignement intégré des sciences
365-377: André Delessert -> Connections between the reform of mathematical instruction and the further training of teachers
378-385: Lina Mancini Proia -> An experiment in teaching geometry
386-393: A. Hollinger -> Sur l'initiation à la géométrie
394-401: P. G. J. Vredenduin -> The conclusive force of Venn diagrams, and the implication
402-407: J. Van Dormolen -> The uselessness of Venn diagrams
408-414: Hans Freudenthal -> Braces and Venn diagrams
415-421: J. Bastier -> Games and relations
422-439: Jaroslav Šedivý -> Teaching of elements of logic by means of finite graphs
440-444: Hans-Joachim Vollrath -> Some algebraic aspects in analysis teaching
445-483: Hans-G. Steiner and Burt A. Kaufman -> Checker games in operational systems as media for an inductive approach to teaching Algebra
484-492: Hans Freudenthal -> Furt! her training of mathematics teachers in the Netherlands
4! 93-498: A. Revuz -> Further training of mathematics teachers of secondary level (Programmes, methods, means)
499-502: I. R. Vesselo -> A supplementary course in mathematics for teachers

Volume 2
1969 - 1970

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Contents:
1-15: Patrick Suppes, Elizabeth F. Loftus and Max Jerman -> Problem-solving on a computer-based teletype
16-31: E. Fischbein, Ileana Pampu and I. Mînzat -> Initiation aux probabilités à l'école élémentaire
32-58: Hans Freudenthal -> A teachers course colloquium on sets and logic
59-68: Floyd R. Vest -> A catalog of models for the operations of addition and subtraction of whole numbers
69-79: Maurice Glaymann -> Initiation to vector spac! es
80-114: ICMI report on mathematical contests in secondary education (olympiads) I
115-122: M. Bruckheimer and N. Gowar -> Apparent conflicts in maths education
123-133: Erich Wittmann -> The development of self-reliant thinking in mathematics teaching
135-138: Hans Freudenthal -> Allocution du premier congrès international de l'enseignement mathématique lyon, 24–31 Août 1969
139-159: Bent Christiansen -> Induction and deduction in the learning of mathematics and in mathematical instruction
160-179: W. Servais -> Logique et enseignement mathématique
180-188: J. V. Armitage -> The relation between abstract and ‘concrete’ mathematics at school
189-200: R. Gauthier -> Essai d'individualisation de l'enseignement
201-211: G. G. Maslova -> Le développement des idées et des concepts mathématiques fondamentaux dans l'enseignement des enfants de 7 à 15 ans
212-231: A. Roum! anet -> Une classe de mathématique: Motivations et méthodes232 -244: E. G. Begle -> The role of research in the improvement of mathematics education
245-256: A. Delessert -> De quelques problèmes touchant à la formation des maîtres de mathématiques
257-269: Arthur Engel -> The relevance of modern fields of applied mathematics for mathematical education
270-278: André Revuz -> Les premiers pas en analyse
279-289: A. Markouchevitch -> Certains problèmes de l'enseignement des mathéma atiques à l'école
290-306: E. Fischbein -> Enseignement mathématique et développement intellectuel
307-332: Emma Castelnuovo -> Différentes représentations utilisant la notion de barycentre
333-345: Frédérique Papy -> Minicomputer
346-359: Bryan Thwaites -> The role of the computer in school mathematics
360-370: Zofia Krygowska -> Le texte mathématique dans l'enseignement
371-392: Hans-Georg Steiner -> Magnitudes and rational numbers—A didactical analysis393-404: H. O. Pollak -> How can we teach applications of mathematics?
405-414: Paul C. Rosenbloom -> Vectors and symmetry
416: Resolutions of the First International Congress on Mathematical Education
417-418: Résolutions du Premier Congrès International de l'Enseignement Mathématique
419-429: Ferenc Genzwein -> The system and the organization of further training for the mathematics teachers of the secondary schools in Budapest
430-437: E. Georgescu-Buzāu, N. Matei and Gr. Bānescu -> The importance of appropriate problems in the teaching of mathematics
438-445: Max Jerman -> A counting model for simple addition
446-468: Richard S. Long, Nancy S. Meltzer and Peter J. Hilton -> Research in mathematics education
469-475: E. E. Biggs -> Communication on primary education in mathematics
476-477: Bert K. Waits -> Relative effectiveness of two different television techniques and one large lect! ure technique for teaching large enrollment college mathematic! s course s
478-495: John C. Egsgard -> Some ideas in geometry that can be taught from K-6
496-500: Bruce R. Vogeli -> Sweep away all cows, ghosts, dragons and devils


Volume 3
1970 - 1971

pdf | 22 Mb

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Contents:
1-11: D! avid A. Smith -> A calculus-with-computer experiment
12-42: Z. P. Diénès -> Les six étapes de l'apprentissage des structures
43-62: Lina Mancini Proia -> Une expérience dans un lycée classique
63-67: Thomas C. O'Brien -> Some notes on multiplication of whole numbers
68-83: A. D. Semušin -> Study of geometry in the fourth grade
84-94: Maurice Glaymann -> A geometry on the cube
95-110: William E. Lamon and Lloyd F. Scott -> An investigation of structure in elementary school mathematics: Isomorphism
111-127: J. N. Kapur -> Combinatorial analysis and school mathematics
128-129: XIth International Olympiad Bucharest, 5–20 July 1969
131-132: XIIth International Olympiad Budapest-Keszthely, 10–24 June 1970
133-146: G. D. Balk -> Application of heuristic methods to the study of mathematics at school
147-160: M. A. Grabovskij and P. M. Kotel'Nikov -> The use of ki! nematic models in the study of trigonometric functions
161-169: E. G. Jakuba -> Experiments on improving the teaching process
170-179: N. M. Roganovskij -> Axiomatic approach to the teaching of solid geometry in grade IX
180-183: S. I. Veksler -> Developing the capabilities of the pupil
184-191: Geoffrey Giles -> Switch boards and logic
192-205: K. Orlov -> Experimental verification of the use of the mathematical balance in secondary teaching
206-219: Alexander Graham and Graham A. Read -> A television programme on finite differences
220-228: Floyd R. Vest -> A catalog of models for multiplication and division of whole numbers
229-243: Joseph M. Scandura -> A research basis for teacher education
244-269: Murray S. Klamkin -> On the ideal role of an industrial mathematician and its educational implications
270-276: M. A. Touyarot -> Inquiry into the meanings of ‘relation’
277-280! : Burt Kaufman -> Background
281-285: The CSMP deve! lopment of geometry
286-287: Geometry conference recommendations
288-309: Friedrich Bachmann -> n-Gons
310-321: H. S. M. Coxeter -> Inversive geometry
322-336: Robert B. Davis -> The problem of relating mathematics to the possibilities and needs of schools and children
337-352: Zoltan P. Diénès -> An example of the passage from the concrete to the manipulation of formal systems
353-394: Arthur Engel -> Geometrical activities for the upper elementary school
395-412: T. J. Fletcher -> The teaching of geometry present problems and future aims
413-435: Hans Freudenthal -> Geometry between the devil and the deep sea
436-453: Peter Hilton -> Topology in the high school
454-476: M. A. Jeeves -> Some experiments on structured learning
477-481: Paul J. Kelly -> Topology and transformations in high school geometry
482-489: Victor Klee -> The use of research problems in high school geometry
4! 90-500: Howard Levi -> Geometric algebra for the High School Program

Volume 4
1971 - 1972

pdf | 22,7 Mb

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Contents:
1-17: Karl Menger -> The geometry relevant to modern education
18-30: G. Papy -> A first introduction to the notion of topological space
31-47: Günter Pickert -> The introduction of metric by the use of conics
48-52: André Revuz -> The position of geometry in mathematical education
53-75: Thomas G. Room -> The geometry and algebra of reflections (and of 2×2 matrices)
76-86: Seymour Schuster -> On the teaching of geometry a potpourri
87-90: Hans-Georg Steiner -> A foundation of euclidean geometry by means of congruence mappings
91-103: Marshall Stone -> Learning and teaching axiomatic geometry
104-110:! Herbert E. Vaughan -> The development of euclidean geometry in terms of translations
111-134: Mario Villa -> A logical approach to the teaching of geometry at the secondary level
135-149: John Williams -> Problems and possibilities in the assessment and investigation of mathematics learning
150-152: Hans Zassenhaus -> Genetic development of the congruence axioms
153-165: H. Brian Griffiths -> Mathematical insight and mathematical curricula
166-181: William E. Lamon and Leslie E. Huber -> The learning of the vector space structure by sixth grade students
182-186: Lucie Libois -> Mathematics in the Decroly School
187-200: J. E. Phythian -> Mathematical kujitegemea in Tanzania
201-219: Thomas C. O'Brien, Bernard J. Shapiro and Norma C. Reali -> Logical thinking-language and context
220-224: E. G. Begle -> Time devoted to instruction and student achievement
225-231: Jacques Chayé -> Apprentissa! ge de la déduction
232-242: Magdeleine Motte -> En ma! rge de l 'apprentissage de la déduction
243-251: Erich Wittmann -> Complementary attitudes in problem solving
252-263: J. E. Baker, M. Bruckheimer and H. G. Flegg -> A pedagogic approach to morphisms
264-280: E. Fischbein, Ileana Bărbat and I. Mînzat -> Intuitions primaires et intuitions secondaires dans l'initiation aux probabilités
281-298: A. Revuz -> La notion de continuité dans l'enseignement du second degré
299-305: K. E. Hirst -> Derivatives and tangents
306-323: Max Jerman and Raymond Rees -> Predicting the relative difficulty of verbal arithmetic problems
324-330: Philip S. Marcus -> Comments on variable-free calculus
331-345: Joseph M. Scandura and Robert McGee -> An exploratory investigation of basic mathematical abilities of kindergarten children
346-357: T. Varga -> Logic and probability in the lower grades
358-367: Hugh Thurston -> What exactly is dy/dx?
368-392: Josette Adda -! > Quelques études pour contribuer à l'observation du comportement mathématique des non-mathématiciens
393-397: A. F. Monna -> Set-theory in 1888
398-399: XIIIth International Olympiad Bratislava-Zilina, 7–20 July 1971
401-428: Thomas C. O'Brien -> Logical thinking in adolescents
429-449: Adele Goldberg and Patrick Suppes -> A computer-assisted instruction program for exercises on finding axioms
450-465: Théo Bernet and André Delessert -> Un inventaire des notions impliquées dans un enseignement général de mathématique à l'école secondaire
466-483: Jan Konior -> Essai de détermination des causes d'échecs des élèves dans la recherche de démonstrations
484-490: H. Freudenthal -> The ‘empirical law of large numbers’ or ‘The stability of frequencies’
491-500: Problèmes de la pensée logique dans l'enseignement des mathématiques

Volume 5
1973 - 1974

pdf | 21,1 Mb

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Contents:

1-22: William E. Hartnett -> The CF/PMM approach to learning Mathematics
23-37: Héléna Siwek -> Logique formelle et raisonnement naturel des élèves dans l'enseignement de la mathématique
39-48: A. Z. Krygovska and Maria Ciosek -> Quelques remarques sur le comportement des élèves concernant les problèmes Mathématiques
49-64: Burt Kaufman and Lennart RÃ¥de -> Relations and probability
65-70: Jean Galtier -> Around a game
71-79: Thomas C. O'Brien -> Logical thinking in college students
81-89: Hartmut wallrabenstein -> Development and signification of a geometry test
91-108: Hartmut Wallrabenstein -> Experiments in teaching intuitive topology in the 5th and 6th grades
109-123: Max Jerman -> Problem lengt! h as a structural variable in verbal arithmetic problems
! 125-146: Erich Wittmann -> The concept of grouping in Jean Piaget's psychology — Formalization and applications
147-155: Floyd Vest -> Using models of operations and equations
157-180: A. G. Howson -> Charles Godfrey (1873–1924) and the reform of mathematical education
181-184: Bernard J. Shapiro and Thomas C. O'Brien -> Quasi-Child Logics
185-192: Robert A. Bagnato -> Teaching college Mathematics by question-and-answer
193-205: Lyman Holden -> The march of the discoverer
207-242: Une Équipe De L'I. R. E. M. De Strasbourg -> Sur l'assimilation des programmes de 6ème-5ème (Résultats d'une enquête effectuée en mai-juin 1972 par une équipe de l'I.R.E.M. de Strasbourg dans des classes de 5ème du Bas-Rhin)
243-254: Detlef Laugwitz -> Motivations and Linear Algebra
255-260: Joseph B. Harkin and Gerald R. Rising -> Some psychological and pedagogical aspects of mathematical symbolism
261-277: H. F! reudenthal -> The crux of course design in probability
279-290: Zalman Usiskin -> Some corresponding properties of real numbers and implications for teaching
291-299: Barnabas B. Hughes -> Heuristic teaching in mathematics
301-315: Richard J. Shumway and Frank K. Lester -> Negative instances and the acquisition of the mathematical concepts of commutativity and associativity
317-362: Max E. Jerman and Sanford Mirman -> Linguistic and computational variables in problem solving in elementary mathematics
363-370: Amy C. King -> Plan Ahead
371-384: Barbara W. Searle, Paul Lorton and Patrick Suppes -> Structural variables affecting CaI performance on arithmetic word problems of disadvantaged and deaf students
385-386: XIVth International Olympiad Warsaw-ToruÅ„, 7–18 July 1972
387-388: XVth International Olympiad Moscow, 4–17 July 1973
389: International symposium on ‘The Role of Geometry! in present-day Mathematics Teaching’ scheduled to be he! ld in Bi elefeld (west-Germany) from september 16 to 20, 1974
390: A call for resource Materials
391-412: H. Freudenthal -> Soviet research on teaching algebra at the lower grades of the elementary school
413-417: P. M. Van Hiele -> System separation and transfer
419-424: Ramesh Kapadia -> A critical examination of piaget-Inhelder's view on topology
425-440: T. Roman -> Les olympiades mathématiques en roumanie
441-459: Une Équipe De L'Irem De Strasbourg -> Sur l'Acquisition des structures numériques en fin de 3ème
461-465: J. B. Harkin -> Transformation and tesselation on the geoboard
467-492: Emma Castelnuovo and Daniela et Claudio Gori-Giorgi -> Les graphes de flux dans l'Enseignement secondaire
493-505: Lars C. Jansson -> Structural and linguistic variables that contribute to difficulty in the judgment of simple verbal deductive arguments

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