A Cultural overview on the concept of infinity

Abstract: The human being meets the idea of infinity very early, still a child, when he realises that he can go on counting using natural numbers until it is impossible to continue to count. The idea of infinity attracts and rejects, sometimes becomes an object of desire and sometimes of study and systematic research. Infinity is the testimony that intellect, even starting from experience, can overcome limits and boundaries. Our own limited experience on the Earth suggests the existence of something beyond it. Scientists, artists, philosophers, musicians, writers, mathematicians have often assumed towards this concept positions and opinions sensitively different. Infinity would be, by its etymology and nature, what escapes all possible classification and measurement, while mathematics tends to classify and measure every object it examines, and has been able to measure it. Infinity follows us from primary school until university, but often remains a misunderstood concept in the mathematical sense

About the existence of the universe among speculative physics, metaphysics and theism: an interesting overview

In this paper an interesting overview about the existence of the universe is given. It will focused in particular on efforts of modern-speculative physics, considering then metaphysical considerations and some ideas of theism

An historical - didactic introduction to algebra

In this Paper we Consider a Teaching Educational Introduction to Ideas and Concepts of Algebra. we Follow a Historical Path, Starting by the Egyptians and the Babylonians, Passing through the Greeks, the Arabs, and the Figure of Omar Khayyām, for Coming to the Middle Age, the Renaissance, and the Nineteenth Century. Interesting and Peculiar Characteristics Related to the Different Geographical Areas in which Algebra has Developed are Taken into Account. the Scientific Rigorous Followed Treatment Allows the Use of the Paper Also as a Pedagogical Introduction to this Fundamental Branch of Current Mathematics

The laboratory of mathematics in primary school: a practical approach for understanding and learning

The skills of mathematical nature are currently necessary and fundamental to properly understand and adequately use the increasing amount of scientific and technological knowledge of everyday life. In this work we introduce interesting results of current research about the importance of the connection between the natural intuitive mathematics and the "scholastic mathematics", putting it on a motivating and meaningful basis for the students already by the first year of primary school. To do this, a didactics of laboratory is useful, i.e. a practical approach for better understanding and using the formal approach. Through the mathematics laboratory it is possible to create activities, which support the transition from intuitive notions and early elementary operational levels to more advanced forms of thought. The laboratory of mathematics is understood both as physical place and as a moment in which the child is active, discusses and argues their own choices, does experimentation and learns how to collect data and to compare them with the models. In conclusion some examples of mathematics laboratory activities for the first primary class are also given

Looking at the dimension of time among science, psychology and everyday reality

In this paper it is given an interesting overview about the concept of time. Starting by the three historically identified arrows of time, we consider the perception of time in relation to philosophy and psychology, then focusing about charming results of modern high energy physics and thermodynamics, which make the study of time and space one of the most fascinating challenges of contemporary knowledge

On the concepts of time, space, vacuum and domain of investigation among contemporary physics, philosophy and theological reflection

Contemporary theology is realizing the importance of integrating the knowledge ofmodern/contemporary physics into the metaphysical and ontological categories usedto consider God and the God-world relationship. Time is a complex notion withdifferent meanings, characterized by a plurality of uses. The concept of time opens upto broader conceptions than those of physics, mathematics and philosophy and revealsthat the human being, the earth and the cosmos are not the center of space or time.The concepts of space, time and matter, to which the concept of vacuum is connected,are of central importance in any modern physical theory, and particularly in thetheories of unification. It is being discovered that spacetime is absent at the mostfundamental level and only emerges at an appropriate limit. This emerging image oftime leads to new conceptual challenges that must be faced in parallel withphilosophy and theological research to achieve its correct understanding. It is acomparison of the viewpoints of the three investigative domains concerned withunderstanding the nature of consciousness, namely science, philosophy andmetaphysics. This thought process is connected to the intuitions of the contemplativeand mystical tradition

Looking at the new digital school: didactics 2.0 and school 2.0

Aim. Today we have the need to develop more effective teaching methods, where thestudent is no longer just a user, but becomes an integral part of the training process by creating,selecting and processing experiences in a personal way. Digital teaching has become/isbecoming part of the school scenario along with the wealth of digital technologies and toolsthat have spread over the past decades. Today's society has changed and even the schoolmust be able to exploit all resources that social networks make available for capturing theattention of "digital natives".Methods. The student becomes an active constructor of knowledge, integrating it in apersonal way. We talk about "didactics 2.0", i.e. the study and improvement of teachingactivity achievable with the use of ICT tools. To create a learning environment, we musttake into account the collaboration of several parties (teachers, experts in the fi eld, students,parents), not forgetting the complexity and multiplicity of the surrounding reality. Thislearning environment can profi tably use social networks; students show to learn better ifthey fi nd meaningful the subjects they are studying.Results. The paper illustrates tools and forms of collaboration achievable with thedigital educational school environment. Social networks are used by students to thepoint of becoming a real language for "digital natives". When we talk about digitalculture, we want to highlight the participation and digitalisation of traditional culturalprocesses, from which the educational environment does not escape. In the "school2.0" approach there are some peculiarities leading the school system towards the newgenerations.Conclusions. The need to "digitise" the school is a current hot topic, also if in everydayreality the work to do is still a lot: non-existent or obsolete computer labs, teachers who donot consider computers as a resource. Digitised teaching can be realised according to multiplechannels that have different characteristics and purposes