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Agora.MathematicsRegulationr1.12 - 09 Sep 2018 - 16:15 - GregorioIvanoff

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When the HF-education, that is a type of further education meant as an offer to everybody who wishes to qualify for more advanced theoretic education, came into existence, it was but natural that the purpose of the mathematics regulation 1967 was nearly the same as the one for the languages line students. The course was to be more elementary though, for instance, it shouldn’t comprise infinitesimal calculus, but the textbooks included chapters from the textbooks for language students. After a short time, it became evident that fundamental changes were necessary in order to change this compulsory one-year, five lessons per week course to a success.

In the revised mathematics regulation for HF it was mentioned as the first goal to provide the students with mathematical knowledge that could be useful in other subjects and in their daily life, and as the second, to give them an impression of mathematical method and way of thinking. Theoretical algebra and group theory were removed from the curriculum and statistics, probability theory, and binomial test were entered. The so-called free lessons meant for cooperation with other subjects or for elaboration of previously treated material appeared in the curriculum. A textbook for the course was written on the basis of an experiment. This textbook comprised many examples connected to everyday life and it encouraged the pupils to find others. The style of it made it easy to understand also for many who had earlier given up mathematics as too difficult or as uninteresting. It contained few proofs, but it was very good at helping the students to create relevant concept images. The text encouraged the teacher to let the students spend much of the lessons working in groups of three to five persons solving and discussing problems. In this course, mathematics was no longer a terrifying subject (Jensen, 1994).

Keywords: polyvalence and universality of methods of logical reasoning, spiral progression dependent on other disciplines, business transactions in daily life, too early introduction of symbolism, mathematical modeling problems, badly understood formalism, advanced theoretic education, education in regulation, mathematics in business, career in business, utility of formalism, coherent entities, differentiable function, mathematics formalization, business education, excessive formalism, supple formalism, logical reasoning, incidental information, cognitive psychology, quantitative literacy, concept image, career education, policy design, trading strategies, formalism, differentiability, Lera Boroditsky

Palavras-chave: Ubiratan D’Ambrosio

Brazil: Brazil in business education, Brazil in commons

Outcomes: enactment in mathematics

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-- GregorioIvanoff - 28 Jun 2016
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