In our study, we examine how effective the traditional teaching of analysis is. In the case of a biology or economics student and a lot of other students, these conditions usually do not exist. ![]() Provided that there is interest in the topic, there is a suitable instructor and there is enough time to study. Analysis is such a beautiful part of mathematics that learning it, based on the strict principles of mathematics, is an activity that provides a lot of value to everyone. Is it necessary to teach introductory analysis differently for non-mathematical students? Not necessarily. And thanks to many other colleagues at university, at The Hungarian Pedagogical Association (HPA), at conferences, with whom we have been working for many years, for their help. ![]() I would like to thank Eleonóra Stettner for the GeoGebra applications, and Ágnes Bálint for the continuous discussions on the psychology of learning. ![]() Edited version of the lecture given at the methodological conference November 2022 ELTE, Budapest Our goal with my colleagues is to recommend a scientifically developed new structure for the teaching of analysis to all those who teach non-mathematics students.
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