Pattern Calculus


Book Description

Over time, basic research tends to lead to specialization – increasingly narrow t- ics are addressed by increasingly focussed communities, publishing in increasingly con ned workshops and conferences, discussing increasingly incremental contri- tions. Already the community of programming languages is split into various s- communities addressing different aspects and paradigms (functional, imperative, relational, and object-oriented). Only a few people manage to maintain a broader view, and even fewer step back in order to gain an understanding about the basic principles, their interrelation, and their impact in a larger context. The pattern calculus is the result of a profound re-examination of a 50-year - velopment. It attempts to provide a unifying approach, bridging the gaps between different programming styles and paradigms according to a new slogan – compu- tion is pattern matching. It is the contribution of this book to systematically and elegantly present and evaluate the power of pattern matching as the guiding paradigm of programming. Patterns are dynamically generated, discovered, passed, applied, and automatically adapted, based on pattern matching and rewriting technology, which allows one to elegantly relate things as disparate as functions and data structures. Of course, pattern matching is not new. It underlies term rewriting – it is, for example, inc- porated in, typically functional, programming languages, like Standard ML – but it has never been pursued as the basis of a unifying framework for programming.




Technostress


Book Description

Een psychotherapeut onderzoekt de invloed van het gebruik van computers op de mens en de intermenselijke relaties en besteedt speciale aandacht aan de omgang van kinderen met computers




The Computer Revolution


Book Description

This timely book examines the computer revolution as it relates to each of its main areas of application. The author presents a well-honed analysis of the expectations and realisations of this extraordinary device. Revolutions seldom proceed according to a preset plan and the computer revolution is no exception. This book is essential reading for gaining an understanding of where they are now and where they may be expected to be tomorrow. Contents includes: Preface; Revolutionary Promises; The Quest for Machines that Think, Learn and Teach; Computers in the Classroom; Computers in the Classroom: Educators' Approaches; Computers and Intuition; The Romance of Computers; Educational Software; Computer Games; The Electronic Classroom; Computers for Research; Armageddon: The Year 2000; and Conclusions.







Dreams of Calculus


Book Description

A first-class debate book on the crucial issues of current mathematics teaching The authors offer startling evidence that computers are changing mathematics in a profound way Raises the question of how to alter teaching in mathermatics as a result of the computer's influence on the field




The Tangled Origins of the Leibnizian Calculus


Book Description

1. Evolution or revolution in mathematics -- 2. Issues in seventeenth century mathematics -- 3. Isaac Barrow: a foil to Leibniz -- 4. A young central European polymath -- 5. First steps in mathematics -- 6. The creation of calculus -- 7. Logic -- 8. The universal characteristic -- 9. The baroque cultural context -- 10. Epilogue -- 11. Some concluding remarks on mathematical change -- Appendices.







Proceedings of the Fifth International Congress on Mathematical Education


Book Description

International Congresses on Mathematical Education (ICMEs), under the auspices of the International Commission on Mathematical Instruction, are held every four years. Previous Congresses have been held in France (Lyons), England (Exeter), the Federal Republic of Germany (Karlsruhe), and the United States of America (Berkeley). The Fifth International Congress on Mathematical Education (lCME 5) was held in Adelaide, Australia, from August 24-30, 1984. More than 1800 participants from over 70 countries participated in the Congress, while some additional 200 people attended social functions and excursions. The program for ICME 5 was planned and structured by an International Program Committee, and implemented by the National Program Committee in Australia. For the main body of the program, Chief Organisers, assisted by Australian Coordinators, were invited to plan and prepare the individual components of the program which addressed a wide range of topics and interest areas. Each of these teams involved many individuals from around the world in the detailed planning and preparation of the working sessions for their area of program responsibility. For the actual working sessions at the Congress, the smallest group had some 60 members, while the largest had well over 300. In addition to the working sessions, there were three major plenary addresses, several specially invited presentations, and over 420 individual papers in the form of short communications, either as posters or brief talks.




Learning from Computers: Mathematics Education and Technology


Book Description

The NATO Advanced Research Workshop on Mathematics Education and Technology was held in Villard-de-Lans, France, between May 6 and 11, 1993. Organised on the initiative of the BaCoMET (Basic Components of Mathematics Education for Teachers) group (Christiansen, Howson and Otte 1986; Bishop, Mellin-Olsen and van Dormolen 1991), the workshop formed part of a larger NATO programme on Advanced Educational Technology. Some workshop members had already participated in earlier events in this series and were able to contribute insights from them: similarly some members were to take part in later events. The problematic for the workshop drew attention to important speculative developments in the applications of advanced information technology in mathematics education over the last decade, notably intelligent tutoring, geometric construction, symbolic algebra and statistical analysis. Over the same period, more elementary forms of information technology had started to have a significant influence on teaching approaches and curriculum content: notably arithmetic and graphic calculators; standard computer tools, such as spreadsheets and databases; and computer-assisted learning packages and computer microworlds specially designed for educational purposes.