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Investigations was developed between 1990 and 1998. It was just one of a number of reform mathematics curricula initially funded by a National Science Foundation grant. The goals of the project raised opposition to the curriculum from critics (both parents and mathematics teachers) who objected to the emphasis on conceptual learning instead of instruction in more recognized specific methods ...
In classical real analysis, one way to define a real number is as an equivalence class of Cauchy sequences of rational numbers.. In constructive mathematics, one way to construct a real number is as a function ƒ that takes a positive integer and outputs a rational ƒ(n), together with a function g that takes a positive integer n and outputs a positive integer g(n) such that
The base logic of constructive analysis is intuitionistic logic, which means that the principle of excluded middle is not automatically assumed for every proposition.If a proposition . is provable, this exactly means that the non-existence claim . being provable would be absurd, and so the latter cannot also be provable in a consistent theory.
Errett Bishop, who is notable for developing a framework for constructive analysis, argued that an axiom of choice was constructively acceptable, saying A choice function exists in constructive mathematics, because a choice is implied by the very meaning of existence. [15] Although the axiom of countable choice in particular is commonly used in ...
Constructivism in education is rooted in epistemology, a theory of knowledge concerned with the logical categories of knowledge and its justification. [3] It acknowledges that learners bring prior knowledge and experiences shaped by their social and cultural environment and that learning is a process of students "constructing" knowledge based on their experiences.
This is different from a traditional classroom where students primarily work alone, learning through repetition and lecture. Activities encouraged in constructivist classrooms include: Experimentation: Students individually perform an experiment and then come together as a class to discuss the results.
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