id: 05541156
dt: a
an: 2009b.00256
au: Movshovitz-Hadar, Nitsa; Shriki, Atara
ti: Logic in wonderland: Alice’s adventures in wonderland as the context of a
course in logic for future elementary teachers.
so: Clarke, Barbara (ed.) et al., Tasks in primary mathematics teacher
education. Purpose, use and exemplars. New York, NY: Springer (ISBN
978-0-387-09668-1/hbk; 978-0-387-09669-8/e-book). Mathematics Teacher
Education 4, 85-103 (2009).
py: 2009
pu: New York, NY: Springer
la: EN
cc: E39 D89 D59 B52
ut: propositional logic; prospective primary school teachers; teaching units;
problem posing; problem solving; using children’s literature as a
means for teaching mathematics; teacher education
ci:
li: doi:10.1007/978-0-387-09669-8_7
ab: Summary: The teaching experiment described in this chapter assumes at the
outset that children’s literature can be a useful context for
teaching elementary ideas of logic while bridging the gap between the
abstractness of formal logic and its expression in a real world
context. Alice’s Adventures in Wonderland, by Lewis Carroll (a unique
combination of a logician and a story teller) was chosen for this
purpose, based upon a careful examination of its potential. Inspired by
The Annotated Alice (Carroll 2000), over 75 additional annotations to
Carroll’s book were developed, having in mind their employment in an
introductory course in logic for prospective elementary school teachers
specializing in mathematics. These annotations are in four categories:
Logic, Mathematics, General education, and Science. Sample annotations
are included. This chapter describes the tasks and activities developed
for the course. Data collection instruments were interwoven in the
teaching materials development. A sample is included as well. Several
results are reported and discussed.
rv: