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Leerlinge se betekenisgewing aan en beheersing van deduksie en verwante wiskundige werkwyses in die konteks van meetkunde
Proefskrif (D. Ed.) -- Universiteit van Stellenbosch, 1990.
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| Other Authors: | |
| Format: | Thesis |
| Language: | Afrikaans |
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Stellenbosch : Stellenbosch University
2012
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| _version_ | 1867613763556868096 |
|---|---|
| access_status_str | Open Access |
| author | De Villiers, Michael David |
| author2 | Human, P. G. |
| author_browse | De Villiers, Michael David Human, P. G. |
| author_facet | Human, P. G. De Villiers, Michael David |
| author_sort | De Villiers, Michael David |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Proefskrif (D. Ed.) -- Universiteit van Stellenbosch, 1990. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/68862 |
| institution | Stellenbosch University (South Africa) |
| language | Afrikaans |
| last_indexed | 2026-06-10T12:41:19.170Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2012 |
| publishDateRange | 2012 |
| publishDateSort | 2012 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/68862 Leerlinge se betekenisgewing aan en beheersing van deduksie en verwante wiskundige werkwyses in die konteks van meetkunde De Villiers, Michael David Human, P. G. Stellenbosch University. Faculty of Education. Dept. of Educational Psychology. Geometry -- Study and teaching (Secondary) -- Psychological aspects Mathematics -- Philosophy Cognition in children Dissertations -- Education Proefskrif (D. Ed.) -- Universiteit van Stellenbosch, 1990. Proceeding from the theoretical assumption that some measure of understanding of the aim (value, function) of mathematical content and processes is a prerequisite for sense-making and real meaningful learning, the theoretical component of the study firstly consisted of an analysis of the functionality (various possible functions) of the processes of proving, quasi-empirical methods, defining, axiomatizing and classifying hierarchically. Besides the above analysis, attention was also given to the shortcomings and restrictions of deductive reasoning in general, with reference among others to the incompleteness theorems of Gödel, Tarski and Turing, as well as that there is currently no consensus among mathematicians on generally accepted standards of logical rigour nor on logical rules for proof. The views of Lakatos regarding the feasibility of deduction as a means of obtaining certainty during the creation of new mathematics was also briefly discussed. Doctoral 2012-08-27T12:26:48Z 2012-08-27T12:26:48Z 1990 Thesis http://hdl.handle.net/10019.1/68862 af Stellenbosch University 378 pages : ill. application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Geometry -- Study and teaching (Secondary) -- Psychological aspects Mathematics -- Philosophy Cognition in children Dissertations -- Education De Villiers, Michael David Leerlinge se betekenisgewing aan en beheersing van deduksie en verwante wiskundige werkwyses in die konteks van meetkunde |
| title | Leerlinge se betekenisgewing aan en beheersing van deduksie en verwante wiskundige werkwyses in die konteks van meetkunde |
| title_full | Leerlinge se betekenisgewing aan en beheersing van deduksie en verwante wiskundige werkwyses in die konteks van meetkunde |
| title_fullStr | Leerlinge se betekenisgewing aan en beheersing van deduksie en verwante wiskundige werkwyses in die konteks van meetkunde |
| title_full_unstemmed | Leerlinge se betekenisgewing aan en beheersing van deduksie en verwante wiskundige werkwyses in die konteks van meetkunde |
| title_short | Leerlinge se betekenisgewing aan en beheersing van deduksie en verwante wiskundige werkwyses in die konteks van meetkunde |
| title_sort | leerlinge se betekenisgewing aan en beheersing van deduksie en verwante wiskundige werkwyses in die konteks van meetkunde |
| topic | Geometry -- Study and teaching (Secondary) -- Psychological aspects Mathematics -- Philosophy Cognition in children Dissertations -- Education |
| url | http://hdl.handle.net/10019.1/68862 |
| work_keys_str_mv | AT devilliersmichaeldavid leerlingesebetekenisgewingaanenbeheersingvandeduksieenverwantewiskundigewerkwysesindiekonteksvanmeetkunde |