Search

This paper deals with the issue of interdisciplinarity in literature, tracing the mathematical influences -- and particularly those of the incompleteness theorems by Kurt Gödel -- on the literary works of Hans Magnus Enzensberger. Our attention is focused on Enzensberger's publications in mathematics, on his poem Hommage à Gödel, and his montage epos The Sinking of the Titanic. This paper submits a new, interdisciplinary interpretation of the poem Hommage à Gödel as a kind of art manifesto, and comes to the conclusion that the reason Enzensberger finds the incompleteness theorems so interesting is that they offer a scientific basis for undecidable problems and paradoxes. He applies Gödel's theorems to literature, where they enable a creative, playful oscillation between two positions or aspects of an undecidable problem and self-reference in literature. [ABSTRACT FROM AUTHOR]

Copyright of Orbis Scholae is the property of Charles University Prague, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Studia Paedagogica is the property of Masaryk University, Faculty of Arts and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Media4u Magazine is the property of Ing. Jan Chromy, Ph.D. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Media4u Magazine is the property of Ing. Jan Chromy, Ph.D. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper deals with the issue of interdisciplinarity in literature, tracing the mathematical influences — and particularly those of the incompleteness theorems by Kurt Gödel — on the literary works of Hans Magnus Enzensberger. Our attention is focused on Enzensberger’s publications in mathematics, on his poem Hommage à Gödel, and his montage epos The Sinking of the Titanic. This paper submits a new, interdisciplinary interpretation of the poem Hommage à Gödel as a kind of art manifesto, and comes to the conclusion that the reason Enzensberger finds the incompleteness theorems so interesting is that they offer a scientific basis for undecidable problems and paradoxes. He applies Gödel’s theorems to literature, where they enable a creative, playful oscillation between two positions or aspects of an undecidable problem and self-reference in literature.

Copyright of Media4u Magazine is the property of Ing. Jan Chromy, Ph.D. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Technology & Information Education is the property of Palacky University in Olomouc and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Media4u Magazine is the property of Ing. Jan Chromy, Ph.D. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The paper describes the situation of teaching mathematics and its position at Prague University in the second half of the 18th century. In order to be able to adequately present the specific changes during this period, I first explain the development of the role of mathematics as a modern science among the Prague Jesuits in the two centuries before. It is pointed out that the Jesuits initially assigned only a very minor importance to mathematics. From the middle of the 17th century, however, there was significant development. In the middle of the 18th century, under the influence of the Enlightenment, state reforms set in, which also significantly influenced the structure and content of education at Prague University. I describe the consequences of these reforms – that also led to the dissolution of the Jesuit Order – for mathematics. Finally, I deal with the life and work of mathematicians and astronomers at Prague University in the second half of the 18th century.

Goals. Phenomenon of stereotype threat is considered to be one of the causes of gender differences in mathematics. It occurs in achievement situations, in which the girls are aware of lower expectations of surroundings related to them. The paper presents the results of an experimental study of gender stereotype threat in mathematics. The goal of the study was to verify if this phenomenon exists also in Czech female pupils. Sample and procedure. The research sample consisted of male and female pupils of the eighth grade of basic schools and corresponding grades of multi-year grammar schools who were divided into the experimental and control groups. In the first phase, the measure of identification with mathematics and the measure of gender stereotypicity were assessed. Some weeks later, the mathematical test was assigned to pupils, which introduction included an experimental manipulation aiming to activate the gender stereotype in girls. Hypotheses. The authors expected that the activation of gender stereotype will lead to lower achievement in mathematical test in girls. Statistical analyses. Data were analyzed by means of series of four hierarchic regressions, in which the common predictors were the note in mathematics in the first step, the group in the second step, and factors of further followed variables were added into particular models in the third step. Results. The results of the study confirmed the existence of phenomenon of stereotype threat in Czech female pupils: the activation of the gender stereotype led to lowering of the achievement in the mathematical test in girls, the similar effect did not occur in boys. Limits. The potential limit of the study can be the high heterogeneity of the sample, given by different types of school educational programs and used textbooks. [ABSTRACT FROM AUTHOR]

Pythagorean board in the Early Latin Middle Ages. This paper deals with a useful mathematical tool called 'mensa pythagorica' or 'abacus'. Mathematicians of the Latin Christian West used this tool most extensively from the end of 10th century to the 12th century. This article analyzes two descriptions of this tool in two texts written around the year 1000 and also presents eight images of the abacus from the manuscripts of this epoch - i.e. from the end of the 10th century to the beginning of 12th century. [ABSTRACT FROM AUTHOR]

Copyright of Physical Culture / Tělesná Kultura is the property of Palacky University in Olomouc and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this paper is to describe the theory of embodied cognition, embed it in broader philosophical framework, and induct its potential contribution to educational sciences. Text progresses from clarifying the concept of embodiment, its origins in phenomenology (M. Merleau-Ponty) and use in cultural anthropology (T. J. Csordas). In the next section, we elaborate on the philosophical framework which had an impact on the theory of embodied cognition and suppression of the dualistic view of mind and body; we clarify aspects of embodiment complementing the image ofembodiment. As part of the description of the contribution of the embodied cognition to educational sciences we focus on two areas: language and mathematics, which are considered to be largely cognitive and abstract concepts separate from the body. Ithas been shown that the theory of embodied cognition does not sufficiently explain what the body actually is, and what kind of body is discussed here. It follows from this that in both of the areas (language and mathematics) a particularly importantaspect for the process of understanding abstract systems and learning is the research on and the importance of gestures and physical experience. We found that the asset of embodied cognition for educational sciences lies in the orientation towardbodily action, activity and impact of physical environment and bodily experience on cognition, which facilitate the learning process.

Project entitled "Mathematics for Everybody with VŠEM - Linear Algebra" was carried out within a grant of Centre for Economic Studies of University of Economics and Management (CES VŠEM). The article provides a complete overview of the research project outputs. Particularly brings full outline of all video presentations, including its brief content and duration. Moreover are listed the types of test examples for each individual part of linear algebra tests. In addition, the User's Guide for the project "Mathematics for everybody" is mentioned and articles in professional journals and international conferences proceedings are listed as well. [ABSTRACT FROM AUTHOR]