Bøger af Ed Dubinsky

Intended for first- or second-year undergraduates, this introduction to discrete mathematics covers the usual topics of such a course, but applies constructivist principles that promote - indeed, require - active participation by the student. Working with the programming language ISETL, whose syntax is close to that of standard mathematical language, the student constructs the concepts in her or his mind as a result of constructing them on the computer in the syntax of ISETL. This dramatically different approach allows students to attempt to discover concepts in a "e;Socratic"e; dialog with the computer. The discussion avoids the formal "e;definition-theorem"e; approach and promotes active involvement by the reader by its questioning style. An instructor using this text can expect a lively class whose students develop a deep conceptual understanding rather than simply manipulative skills. Topics covered in this book include: the propositional calculus, operations on sets, basic counting methods, predicate calculus, relations, graphs, functions, and mathematical induction.

This book is based on the belief that, before students can make sense of any presentation of abstract mathematics, they need to be engaged in mental activities that will establish an experiential base for any future verbal explanations and 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 Abstract Algebra. The main source of activities in this course is computer constructions, specifically, small programs written in the math-like programming language ISETL; the main tool for reflection is work in teams of two to four 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. The text section is written in an informal, discursive 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 presented in a lecture.

This book presents the main elements of APOS Theory and its use. It provides examples of curriculum development utilizing APOS Theory and links research and teaching APOS Theory in a coherent manner.

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.