Didaktische Probleme der elementaren Algebra by Günther Malle (auth.), Erich Ch. Wittmann (eds.)

By Günther Malle (auth.), Erich Ch. Wittmann (eds.)

Dr. Günther Malle ist Professor am Institut für Mathematik an der Universität Wien.

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Y)2 .. , Dazu brauche ich eine Formel. I: Was für eine Formel? B: I: Weiß nicht , ich denke gerade nach. (Paus e). Ich kann die Formel nicht. Meinst du die Formel (a + b)2 == a2 + 2ab + B: Nein. Da gibt es ja normal gar keine, oder? v: I: Hm, du hast gesagt , daß du zum Ausrechnen von (xy)2 eine Formel brauch st. B: Sicher, ja, eine Formel. Aber da muß normal plus oder minus steh en. Aber da steht ein Mal. I: Was ist, wenn ein Mal steht? B: Dann gibt es keine Formel. I: Wie rechnest du es dann aus: B: Weiß nicht!

Dabei bestand jedoch im allgemeinen die Tendenz , in der Notation möglichst algebranahe zu bleiben , wenigstens vom äußer en Erscheinungsbild her. Notationen, die zu sehr von diesem Erscheinungsbild abwichen (wie etwa die FREGEsche Notation der Aussagenlogik) hatten meist wenig Chancen, sich durchzusetzen, soferne es algebranähere Alternativen gab . Einige Beispiele solcher 42 algebranaher Notationen: (A U B)' f(x + y) J: f(x) dx A'nB' = f(x) ·f(y) F(x) I~ Diese Notationsmöglichkeiten werden durch den Computer drastisch erweitert.

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