Calculating with hyperbolas and parabolas
| Autor: | Dominique Tournès |
|---|---|
| Přispěvatelé: | Laboratoire d'Informatique et de Mathématiques (LIM), Université de La Réunion (UR), Sciences, Philosophie, Histoire (SPHERE (UMR_7219)), Université Paris Diderot - Paris 7 (UPD7)-Centre National de la Recherche Scientifique (CNRS), Évelyne Barbin (ed.), Sciences, Philosophie, Histoire (SPHERE UMR 7219) |
| Jazyk: | angličtina |
| Rok vydání: | 2018 |
| Předmět: |
Computer science
Nomography [SHS.EDU]Humanities and Social Sciences/Education 01 natural sciences Hyperbola Square (algebra) History of Mathematics Nomogram [SHS.HISPHILSO]Humanities and Social Sciences/History Philosophy and Sociology of Sciences Parabola 0103 physical sciences Situated Calculus 0101 mathematics Algebraic number Abaque Class (computer programming) 4. Education 010102 general mathematics [MATH.MATH-HO]Mathematics [math]/History and Overview [math.HO] Graphical calculation Multiplication 010307 mathematical physics Element (category theory) |
| Zdroj: | Let History into the Mathematics Classroom Évelyne Barbin (ed.). Let History into the Mathematics Classroom, Springer, pp.101-114, 2018 Let History into the Mathematics Classroom ISBN: 9783319571492 |
| Popis: | International audience; Graphical tables (abaques and nomograms) can give rise to original activities for 16 to 18 year olds with a strong historical and cross-curricular element. These activities lend themselves to a practical way of dealing with information and highlighting the changes in presentation (graphic, numerical, algebraic and geometric) as well as offering a motivating topic area for the usual functions required by the programme of study. They also allow the active use of the basic techniques of geometry in an unusual setting. This chapter deals with practical work trialled in a class of 16 year olds, based on two types of multiplication abaques situated in their historical and cultural background: a concurrent-line abaque using a family of hyperbolas and an alignment nomogram with a plotted parabola. The use of these graphical tables allowed the students to revisit their knowledge of inverse square functions, to use freely equations of straight lines and curves, and to anticipate the graphical methods for solving second degree equations. |
| Databáze: | OpenAIRE |
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