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Introducing Vagueness in the Mathematical Curriculum of Secondary Education: Experience in Greece
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Author(s): Apostolos Syropoulos (Greek Molecular Computing Group, Greece), Ioanna Giakati (2nd Gymnasium of Xanthi, Greece), Ilias Prountzos (2nd Gymnasium of Xanthi, Greece)and Eleni Tatsiou (2nd Gymnasium of Xanthi, Greece)
Copyright: 2023
Pages: 10
Source title:
Handbook of Research on the Applications of Neutrosophic Sets Theory and Their Extensions in Education
Source Author(s)/Editor(s): Said Broumi (Laboratory of Information Processing, Faculty of Science Ben M’Sik, University of Hassan II, Casablanca, Morocco & Regional Center for the Professions of Education and Training (CRMEF), Morocco)
DOI: 10.4018/978-1-6684-7836-3.ch010
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Abstract
Vagueness is a quality that is usually ignored or considered a deficiency for any system, in the broad sense of the word. However, vagueness seems to be a fundamental property of our world and so systems that are precisely defined are rather the exception than the norm (e.g., in most cases we ignore some details that are supposed not to affect the overall behavior of a system). Because of this “attitude”, vagueness and its mathematics have not been introduced in secondary education; the goal is to change this. Therefore, the authors prepared a series of lessons that have been taught to middle school pupils and recorded the input we got from them. The authors report the structure of the lessons as well as the input received and the prospects of actually introducing vagueness in the mathematical curriculum of secondary education in Greece.
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