Tilastollisia perusmenetelmiä yleistajuisesti

Kirjallisuusarvostelu

Maailman kosteikot ja kosteikkojen maailma

Kirjallisuusarvostelu

Tulvariskien tiede ja hallinta

Kirjallisuusarvostelu

Lukivaikeus ei saa estää töiden tekemistä

Kirjallisuusarvostelu

Folklore and fantasy

Konferens anordnad av Folklore Society's och Sussex Centre for Folklore, Fairytales and Fantasy vid University of Chichester den 13–15 april 2012.

"Big history" : enemmän kuin globaali näkökulma

Kirjallisuusarvostelu

Yksilöllisyys, identiteetti ja persoonallisuustyylit

Kirjallisuusarvostelu

Aivot ja stressi

Kirjallisuusarvostelu

Kuinka kaupunki vihertyy?

Kirjallisuusarvostelu

Yleistajuinen johdatus ekologisiin menetelmiin

Kirjallisuusarvostelu

Käsikirja sukupuolen, työn ja organisaatioiden tutkimukseen

Kirjallisuusarvostelu

Käyttäytymisekologian klassikko

Kirjallisuusarvostelu

The problem of the graphic artist

'The problem of the graphic artist' is a small example of applying elementary mathematics (divisibility of natural numbers) to a real problem which we ourselves have actually experienced. It deals with the possibilities for partitioning a sheet of paper into strips. In this contribution we report on a teaching unit in grade 6 as well as on informal tests with students in school and university. Finally we analyse this example methodologically, summarise our observations with pupils and students, and draw some didactical conclusions.

Analysis of applications and of conceptions for an application-oriented mathematics instruction

In connection with the (revived) demand for considering applications in the teaching of mathematics, various schemata or lists of criteria have been developed since the end of the sixties, which set up requirements about closeness to the real world or about the type of mathematics being used, and which have made it possible to analyze the available applications in their light. After having stated the problem (in section 1), we present (in section 2) a sketch of some of the best known of these and of some earlier schemata, although we are not aiming for a complete picture. Then (in section 3) we distinguish among different dimensions.in the analysis of applications. With this as a basis, we develop (in section 4) our own suggestion for categorizing types of applications and conceptions for an application-oriented mathematics instruction. Then (in section 5) we illustrate our schemata by some examples of performed evaluations. Finally (in section 6), we present some preliminary first results of the analysis of teaching conceptions.