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• W340053144 abstract "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." @default.
• W340053144 created "2016-06-24" @default.
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• W340053144 date "1991-01-01" @default.
• W340053144 modified "2023-09-23" @default.
• W340053144 title "L'Hopital's Weight Problem." @default.
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