Learning intransitivity: from intransitive geometrical objects to "rhizomatic" intransitivity
Proceedings of the Moscow regional conference of The International Group for the Psychology of Mathematics Education (PME) and Yandex are presented.
The competence of mathematical modelling is well conceptualized, thought a much-debated question is how to develop it in schools. International achievement test PISA consider mathematics achievements from the modelling perspective (formulating, employing and interpreting), and provides us with comprehensive data to analyze school factors in math results from the comparative perspective. The goal of our study was to estimate the effect of teaching practices on students’ achievements in different PISA mathematical processes while controlling prior achievements (TIMSS).
It is widely known that Soviet school of exact sciences, was among the strongest in the world, particularly in terms of physics and mathematics. Why? This is the question we would like to address in this paper by collecting and summarizing different viewpoints on this issue expressed by prominent mathematicians. Many of them witnessed the most fruitful period, the “golden years” of Soviet science and played a major role in the subsequent development of Soviet/Russian mathematics. There is little controversy in the explanations provided by different people; the only essential differences are in the emphases. Thus the list of factors may be regarded as precisely determined. This paper simply aims at communicating them to a non-mathematical community interested in issues of science and education.
Traditions of mathematical education in Russia on both school and university level, research done by Russian scientists and its impact on the development of mathematics is considered by many a unique and valuable part of the world cultural heritage. In the present paper, we describe the development of mathematical education in Russian universities after 1955 — a period that proved to be most fruitful.
The significance of the education in the field of philosophy of mathematics as the part of both philosohpy and mathematics at the universities is the subject of the article.