Adapting to Computer Science

Although I am not an engineer who adapted himself to computer science but a mathematician who did so, I am familiar enough with the development, concepts, and activities of this new discipline to venture an opinion of what must be adapted to in it. Computer and Information Science is known as Informatics on the European continent. It was born as a distinct discipline barely a generation ago. As a fresh young discipline, it is an effervescent mixture of formal theory, empirical applications, and pragmatic design. Mathematics was just such an effervescent mixture in western culture from the renaissance to the middle of the twentieth century. It was then that the dynamic effect of high speed, electronic, general purpose computers accelerated the generalization of the meaning of the word computation This caused the early computer science to recruit not only mathematicians but also philosophers (especially logicians), linguists, psychologists, even economists, as well as physicists, and a variety of engineers. Thus we are, perforce, discussing the changes and adaptations of individuals to disciplines, and especially of people in one discipline to another. As we all know, the very word discipline indicates that there is an initial special effort by an individual to force himself or herself to change. The change involves adaptation of one\u27s perceptions to a special way of viewing certain aspects of the - world, and also one\u27s behavior in order to produce special results. For example we are familiar with the enormous prosthetic devices that physicists have added to their natural sensors and perceptors in order to perceive minute particles and to smash atoms in order to do so (at, we might add, enormous expense, and enormous stretching of computational activity). We are also familiar with the enormously intricate prosthetic devices mathematicians added to their computational effectors, the general symbol manipulators, called computers

Graduate School: Course Decriptions, 1972-73

Official publication of Cornell University V.64 1972/7

Enacting Inquiry Learning in Mathematics through History

International audienceWe explain how history of mathematics can function as a means for enacting inquiry learning activities in mathematics as a scientific subject. It will be discussed how students develop informed conception about i) the epistemology of mathematics, ii) of how mathematicians produce mathematical knowledge, and iii) what kind of questions that drive mathematical research. We give examples from the mathematics education at Roskilde University and we show how (teacher) students from this program are themselves capable of using history to establish inquiry learning environments in mathematics in high school. The realization is argued for in the context of an explicit-reflective framework in the sense of Abd-El-Khalick (2013) and his work in science education

Undergraduate Student Catalog 2011-2012

The contents of this document highlight the central pillars of Qatar University’s mission, namely the provision of high-quality education and the pursuit of an active role in the development of Qatari society. The courses described here have been designed, reviewed and assessed to meet the highest educational standards, with a strong focus on the knowledge- and skill-bases needed for a graduate to be competitive in today’s labor market or in higher education pursuits

Undergraduate Student Catalog 2012-2013

The contents of this document highlight the central pillars of Qatar University’s mission, namely the provision of high-quality education and the pursuit of an active role in the development of Qatari society. The courses described here have been designed, reviewed and assessed to meet the highest educational standards, with a strong focus on the knowledge- and skill-bases needed for a graduate to be competitive in today’s labor market or in higher education pursuits

History of Mathematics in Mathematics Education: Recent devlopments

International audience<p>This is a concise survey on the recent developments (since 2000) concerning research on the relations between History and Pedagogy of Mathematics (the <i>HPM domain</i>). Section 1 explains the rationale of the study and formulates the key issues. Section 2 gives a brief historical account of the development of the <i>HPM domain</i> with focus on the main activities in its context and their outcomes. Section 3 provides a sufficiently comprehensive bibliographical survey of the work done in this area since 2000. Finally, section 4 summarizes the main points of this study.</p

Original Sources in the Mathematical Classroom

International audienceThis discussion group seeks to bring together individuals who are interested in the use of original sources in the mathematics classroom, from the perspective of a classroom teacher or a mathematics education researcher, for a discussion of issues and concerns related to their educational potential and effects. Each of the two sessions will focus on a different theme related to the use of original sources in the mathematics classroom. The two sessions will structured around a common framework but sufficiently independent of each other to allow interested individuals to participate in the second session, even if they did not participate in the first session. Both novice and more experienced users of original sources are strongly encouraged to participate in both sessions