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1 or 0?: Cantorian Conundrums in the Contemporary Classroom

Sriraman, Bharath ; Knott, Libby

Australian senior mathematics journal, 2006-01, Vol.20 (2), p.57-61 [Periódico revisado por pares]

Australian Association of Mathematics Teachers (AAMT)

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Título:
1 or 0?: Cantorian Conundrums in the Contemporary Classroom
Autor: Sriraman, Bharath ; Knott, Libby
Assuntos: Elementary Education ; Elementary School Mathematics ; Fuzzy sets ; High school students ; Logical Thinking ; Mathematical Concepts ; Mathematics ; Mathematics Instruction ; Methods ; Preservice Teacher Education ; Preservice Teachers ; Problems, exercises, etc ; Set theory ; Study and teaching ; Teaching Methods ; Theories ; Training
É parte de: Australian senior mathematics journal, 2006-01, Vol.20 (2), p.57-61
Notas: ASMJ.jpg
Australian Senior Mathematics Journal, Vol. 20, No. 2, 2006: 57-61
Descrição: In set theory, one comes across the notion of "vacuous truth". A statement is vacuously true if it is true but does not quite say anything. The structure of a vacuously true statement is typically of the form: everything with property A also has property B, with the caveat being that there is nothing in property A. The notion of vacuous truth arises in some pedagogical situations. A situation requiring the examination of "vacuous" truth can arise in a contemporary mathematics classroom. One such situation in a pre-service elementary mathematics classroom will be described, discussed and analysed for classroom implications. Cantor's seminal work, which showed infinity comes in various sizes was instrumental in the development of modern set theory. Cantor's contributions can be viewed as the "ur-source" [1] of the consequent paradoxes that arose within set theory. In his honour, the authors have labelled the unusual set-theoretic pedagogical situations Cantorian conundrums.
Editor: Australian Association of Mathematics Teachers (AAMT)
Idioma: Inglês

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1 or 0?: Cantorian Conundrums in the Contemporary Classroom

Sriraman, Bharath ; Knott, Libby

Australian Association of Mathematics Teachers (AAMT)

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