Titlebook: Exploiting Mental Imagery with Computers in Mathematics Education; Rosamund Sutherland,John Mason Conference proceedings 1995 Springer-Ver

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和平

https://doi.org/10.1007/978-1-4615-6127-9ges. This is the view taken by Johnson [15] who claims that ,image schemata… play a central role in all meaning and understanding as well as in all reasoning - (p. ix). Presmeg [23] concludes from this that ,we are . visualizers in the sense that we all use imagery constantly - (p. 311). But are all

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Vincent Zimmer,Michael Rothman,Robert Halecesses implied by terms such as ., etc. reported by researchers in mathematics education. It is clear that the objects of such processes are ., but the debate about the nature of mental images, though interesting, will not be considered here. Some statements on the role of graphical representations

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Jean-Michel Bergé,Oz Levia,Jacques Rouillard. To do this it is necessary to analyse the discourse of pure mathematics and how it makes use of all kinds of representations. In my view, we will find that there is a rather wide gap between imagery and representation on the one hand and the usual talk in pure mathematics on the other. For bridgin

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Robert S. Barrett,Louis Hugo Francescuttie practices involve the use of physical objects, verbal descriptions, diagrams and film. More recently, these have been augmented by computer software — sometimes devised in imitation of these practices, but also in new ways suggested by the medium. If we are to be clearer about how the computer mig

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