Not exact matches
But we may, I think, conclude with Errol Harris (AT 74) that from the Hegelian perspective, the philosophical shortcomings of classical logic extend to
mathematical logic as well, and that as logic of the
understanding, both deal with the «abstract concept of class or aggregate,» and are both inextricably
connected with a metaphysics of externally related particulars that lose themselves in a «spurious infinite,» and with a concomitant mechanical cosmology.
In his 1959 essay entitled «My Present View of the World,» he argued that the fundamental entities are discrete but overlapping «events,» that the fundamental entities of
mathematical physics are «constructions composed of events,» and that entities like conscious minds and «selves» are best
understood as collections of events «
connected with each other by memory - chains backward and forwards.
«It is my conviction that pure
mathematical construction enables us to discover the concepts and the laws
connecting them, which give us the key to the
understanding of the phenomena of Nature,» he declared in 1933.
Godsoe used probability theory to formally
connect observations of where species actually occur to
mathematical understanding of species ecology.
In this webinar, hear insights from Francis (Skip) Fennell and Tim Hudson around how to: • Implement tasks that promote reasoning and problem solving • Use and
connect mathematical representations • Build procedural fluency from conceptual
understanding • Elicit and use evidence of student thinking
Coherence refers to
connecting new
mathematical ideas to ideas that pupils have already
understood.
The first step is for teachers and leaders to
understand the connections — to see the standards as part of larger groups, or domains, that
connect mathematical concepts and ideas from one grade to the next.
This provides students with opportunities to build on and
connect prior learning experiences, and develop a deeper
understanding of
mathematical concepts.