A. R. Aguilar, Emma C. Gargroetzi, L. Zummo, Emma Bene
{"title":"探索青年参与关联新闻的集合理论实践:我们在学校数学描述中失去了什么","authors":"A. R. Aguilar, Emma C. Gargroetzi, L. Zummo, Emma Bene","doi":"10.5642/jhummath.skgi7186","DOIUrl":null,"url":null,"abstract":"within a larger political dialogue. We also attempt to rewrite part of one student composition using school mathematical symbolic logic, reviewing what in the student’s message is no longer present in the school mathematical analogue and why. We conclude by encouraging practitioners to explore with their students various instances in which they can challenge the idea that numerical or school-mathematical symbolic writing is a superior means of communicating ideas.","PeriodicalId":42411,"journal":{"name":"Journal of Humanistic Mathematics","volume":null,"pages":null},"PeriodicalIF":0.3000,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Exploring Set-Theoretic Practices of Youth Engagement in Connective Journalism: What We Lose in School-Mathematical Descriptions\",\"authors\":\"A. R. Aguilar, Emma C. Gargroetzi, L. Zummo, Emma Bene\",\"doi\":\"10.5642/jhummath.skgi7186\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"within a larger political dialogue. We also attempt to rewrite part of one student composition using school mathematical symbolic logic, reviewing what in the student’s message is no longer present in the school mathematical analogue and why. We conclude by encouraging practitioners to explore with their students various instances in which they can challenge the idea that numerical or school-mathematical symbolic writing is a superior means of communicating ideas.\",\"PeriodicalId\":42411,\"journal\":{\"name\":\"Journal of Humanistic Mathematics\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.3000,\"publicationDate\":\"2023-07-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Humanistic Mathematics\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.5642/jhummath.skgi7186\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"HISTORY & PHILOSOPHY OF SCIENCE\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Humanistic Mathematics","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.5642/jhummath.skgi7186","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"HISTORY & PHILOSOPHY OF SCIENCE","Score":null,"Total":0}
Exploring Set-Theoretic Practices of Youth Engagement in Connective Journalism: What We Lose in School-Mathematical Descriptions
within a larger political dialogue. We also attempt to rewrite part of one student composition using school mathematical symbolic logic, reviewing what in the student’s message is no longer present in the school mathematical analogue and why. We conclude by encouraging practitioners to explore with their students various instances in which they can challenge the idea that numerical or school-mathematical symbolic writing is a superior means of communicating ideas.
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