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Maths Should Not Be Hard: The Case for Making Academic Knowledge More Palatable. (English)
Rev. High. Educ. 34, No. 3, 3-19 (2002).
Considers the possibility of simplifying academic knowledge, and of taking its aesthetic dimension seriously, and the implications this may have for education. Suggests principles for simplifying knowledge and provides examples from mathematics and statistics to illustrate how ideas and methods can be simplified to assist with the problems of the expert, the layperson, and the student. (ERIC)
Classification: D45
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