Abstract
AbstractDespite logic and reasoning being considered central to mathematics and computing education, it plays a largely peripheral role in high school or undergraduate curricula. The language of propositional logic and formal deductions are taught in high school mathematics as well as undergraduate discrete mathematics courses. Opportunities for learning mathematical logic are few. In this paper, we address the question whether mathematical logic can meaningfully contribute to mathematics and computing education at the school level.Along the lines of Big Ideas of mathematics [4] we propose a set of “Big Ideas” of mathematical logic relevant to education: for instance, the notion of truth relative to a structure, construction of models for a set of sentences, consistency of procedures used for computation, comparison of algorithms, and so on. We discuss how they can significantly enrich mathematics and computing science curriculum and pedagogy, clearing up students’ common misconceptions, referring to some experiences with high school mathematics teachers and students.KeywordsHigh school mathematics curriculumMathematics educationAlgorithmsLogic
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
