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It has been pointed out already that no knowledge of probabilities, less in degree than certainty, helps us to know what conclusions are true, and that there is no direct relation between the truth of a proposition and its probability. Probability begins and ends with probability.
The Application of Probability to Conduct.
'In these numbers we use no fractions': A Classroom Module on Stevin's Decimal Fractions
Element I. Identifying a Strategy for Using History
Prior to studying Stevin’s decimal fractions, I assigned the article, “Who? How? What? A Strategy for Using History to Teach Mathematics” (Wilson & Chauvot, 2000). The authors argue that one way to successfully include history in teaching mathematics – without feeling the need to become an expert historian in order to do so – is to use a strategy in which the following questions are addressed:
Quick Reflection I
The Wilson and Chauvot (2000) article became the guide for introducing my PSMTs to thinking deeply about a mathematical topic, using a historical perspective to ground not only their own mathematical knowledge but possibly that of their future students as well.
Clark, Kathleen M., "'In these numbers we use no fractions': A Classroom Module on Stevin's Decimal Fractions," Loci (August 2009), DOI: 10.4169/loci003333
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