Applications and modelling in mathematics teaching

The aim of this paper is a comprehensive presentation of some important basic and general aspects of the topic applications and modelling, with emphasis on the secondary school level. Owing to the review character of this paper, some overlap with the survey paper Blum and Niss (1989) for ICME-6 in Budapest is inevitable. The paper will consist of three parts. In part 1, I shall try to clarify some basic concepts and remind the reader of a few application and modelling examples suitable for teaching. In part 2, I shall formulate some general aims for mathematics instruction and, on that basis, summarise the most important arguments for and against applications and modelling in mathematics teaching. Finally, in part 3, I shall discuss some relevant instructional aspects resulting from the considerations in part 2.

CD-Systems of Restarting Automata Governed by Explicit Enable and Disable Conditions

We introduce a new mode of operation for CD-systems of restarting automata by providing explicit enable and disable conditions in the form of regular constraints. We show that, for each CD-system M of restarting automata and each mode m of operation considered by Messerschmidt and Otto, there exists a CD-system M' of restarting automata of the same type as M that, working in the new mode ed, accepts the language that M accepts in mode m. Further, we prove that in mode ed, a locally deterministic CD-system of restarting automata of type RR(W)(W) can be simulated by a locally deterministic CD-system of restarting automata of the more restricted type R(W)(W). This is the first time that a non-monotone type of R-automaton without auxiliary symbols is shown to be as expressive as the corresponding type of RR-automaton.