L'Hopital's Weight Problem.
L'Hopital's Weight Problem.
复制标题
洛必达的体重问题。
DOI：
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发表时间：
1991
影响因子：
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通讯作者：
J. Maanen
中科院分区：
文献类型：
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作者：
J. Maanen
L.一个实验在这篇文章中，我将描述一个实验，我已经在我的一个类。实验，在这句话中，有双重含义：我在教学中使用数学史的方式是实验性的（至少对我来说是），在这个实验中，我使用了物理实验。但首先让我介绍一下这门课，这是最后一门课，我的学校，一个体育馆，以及它在荷兰教育体系中的地位。荷兰儿童4岁入学。他们在小学里呆了八年，所以当他们大约十二岁的时候，他们进入了一所中学。受儿童在小学的成绩限制，可从各种各样的学校中作出选择，从直接的职业实践培训（例如，初级技术学校）到普通教育，普通教育可能会导致就业，但对大多数学生来说，普通教育是为继续教育做准备。这些普通教育学校的最高一级是有资格进入大学的一级。这一级的学校有六年的课程。有两种类型，只是在古典语言上有所不同。在我工作的体育馆里，拉丁语和希腊语是课程中的一部分，而在另一种类型的体育馆里，它们不是。因此，在体育馆的最后一节课上，这是本文的主题，我们遇到了大约18岁的学生，他们在课程中学习拉丁语或希腊语（或两者兼而有之，这是可选的，而不是强制性的）和五六个其他选项。数学包含在其中两个选项中，称为数学A和B。数学A包含许多应用或适用科目（微分学，矩阵理论和图论，概率论和统计学，线性规划），首先针对准备在大学学习心理，社会和经济科学的学生。数学B由更正式的微积分组成，包括初等微分方程和立体几何。原则上，数学B导致科学研究（数学，物理，技术学科）。这两种选择并不互相排斥，事实上，在我的学校，一些学生两种选择都做。一些数字可以说明这种情况：学校有468名学生，其中63名是最后一年的学生。在这63人中，有5人根本不做数学，35人做数学A，15人只做数学B，8人选择了两个选项。这里讨论的班级是一个数学A班，有16名学生，所以它遵循应用程序，但是同时学习数学A和B的8名学生，因此也应该掌握更技术和更抽象的科目，他们都在这个班。荷兰的毕业证书考试由两部分组成。一部分是笔试，由中央政府组织，在同一时间为同一级别的所有学校举行。另一方面，学校本身也有责任。在我的学校里，这部分分为三个测试，最后一个是30分钟的口试。由于考生对数学口试并不熟悉，我总是包括一些试讲，所以我们有：一个班的16名学生在考试前，遵循应用数学课程，但一半的班级也做正式的技术数学。大约18岁的学生，他们中的许多人希望进入大学。
l. An experiment In this article I shall describe an experiment that I have done in one of my classes. Experiment, in this sentence, has a double meaning: the way in which I have used the history of mathematics in my teaching is experimental (at least, to me it is) and within this experiment I have used a physical experiment. But first let me give some information about the class a final class , about my school a gymnasium , and about its place in the Dutch educational system. Dutch children enter the school system at the age of four. They stay in the primary school for eight years, so when they are about twelve they move on to a secondary school. The choice, restricted by the results of the child at the primary school, is made from a broad variety of schools, ranging from direct practical training for a job (lower technical schools, for example) to a general education, which may lead to a job, but which for most pupils prepares for further education. The upper level in these schools for general education is the level which qualifies for admission to the university. Schools at this level have a six years curriculum. There are two types, which differ only at the point of classical languages. At a gymnasium, and that is where I am working, Latin and Greek are in the curriculum, in the other type (the atheneum) they are not. So in the final class of a gymnasium, which is the subject of this article, we meet pupils who are about eighteen years old and who have Latin or Greek in their programme (or both, which is optional, not compulsory) and five or six other options. Mathematics is covered in two of these options, called Mathematics A and B. Mathematics A contains many applied or applicable subjects (differential calculus, matrix theory and graph theory, probability theory and statistics, linear programming) and in the first place aims at pupils that are preparing for a study at university in psychological, social and economical sciences. Mathematics B consists of the more formal differential and integral calculus, including elementary differential equations and solid geometry. In principle Mathematics B leads to science studies (mathematics, physics, technical disciplines). The two options do not exclude each other, and in fact at my school some pupils do both options. Some figures to illustrate the situation: the school has 468 pupils, of which 63 are in the final year. Of those 63 there are 5 who do no mathematics at all, 35 who do Mathematics A, 15 who do only Mathematics B, and 8 who have chosen both options. The class under discussion here is a Mathematics A class of 16 pupils, so it follows the applied programme, but the eight pupils who do both Mathematics A and B and therefore (should) also master the more technical and abstract subjects are all of them in this class. The leaving certificate exam in the Netherlands consists of two parts. One part is a written test, organised by the central government, held at the same moment for all schools of the same level. For the other part the school itself is responsible. In my school this part is split in three tests, the last of which is a 30 minutes oral exam. And since candidates are not really acquainted with oral tests in mathematics I always include some try-outs, so there we are: a class of 16 pupils just before their exam, following the applied maths programme, but half of the class also doing the formal, technical maths. Pupils of about eighteen, many of them hoping to enter the University.