"21240" . "P\u0159i zkou\u0161ce z matematick\u00E9 logiky na vysok\u00E9 \u0161kole jsou studenti \u010Dasto schopni prohl\u00E1sit zjevn\u011B logicky spr\u00E1vnou \u00FAvahu, jej\u00ED\u017E spr\u00E1vnost je z\u0159ejm\u00E1 i d\u011Btem ze z\u00E1kladn\u00EDch \u0161kol, za chybnou a naopak. Pro\u010D? Zvykli si toti\u017E \u00FAlohy formalizovat, prov\u00E9st nau\u010Den\u00FD postup d\u016Fkazu, ale sta\u010D\u00ED mal\u00E1 chyba (zapomenout opsat negaci..), aby do\u0161li k nespr\u00E1vn\u00E9mu v\u00FDsledku. Vlastn\u00EDm \u00FAsudkem si ji\u017E v\u00FDsledek nezkontroluj\u00ED. Tato zku\u0161enost se t\u00FDk\u00E1 technick\u00E9 vysok\u00E9 \u0161koly, na vysok\u00FDch \u0161kol\u00E1ch mate- maticky zam\u011B\u0159en\u00FDch se matematick\u00E1 logika vyu\u010Duje jin\u00FDm zp\u016Fsobem." . "8"^^ . "1"^^ . . . . "978-80-7231-818-6" . "P\u0159i zkou\u0161ce z matematick\u00E9 logiky na vysok\u00E9 \u0161kole jsou studenti \u010Dasto schopni prohl\u00E1sit zjevn\u011B logicky spr\u00E1vnou \u00FAvahu, jej\u00ED\u017E spr\u00E1vnost je z\u0159ejm\u00E1 i d\u011Btem ze z\u00E1kladn\u00EDch \u0161kol, za chybnou a naopak. Pro\u010D? Zvykli si toti\u017E \u00FAlohy formalizovat, prov\u00E9st nau\u010Den\u00FD postup d\u016Fkazu, ale sta\u010D\u00ED mal\u00E1 chyba (zapomenout opsat negaci..), aby do\u0161li k nespr\u00E1vn\u00E9mu v\u00FDsledku. Vlastn\u00EDm \u00FAsudkem si ji\u017E v\u00FDsledek nezkontroluj\u00ED. Tato zku\u0161enost se t\u00FDk\u00E1 technick\u00E9 vysok\u00E9 \u0161koly, na vysok\u00FDch \u0161kol\u00E1ch mate- maticky zam\u011B\u0159en\u00FDch se matematick\u00E1 logika vyu\u010Duje jin\u00FDm zp\u016Fsobem."@cs . . "Univerzita obrany" . "1"^^ . . . . "Jak neztratit selsk\u00FD rozum p\u0159i formalizaci v hodin\u00E1ch matematick\u00E9 logiky" . . . . "[C945B0DF36AF]" . "Jak neztratit selsk\u00FD rozum p\u0159i formalizaci v hodin\u00E1ch matematick\u00E9 logiky" . "Jak neztratit selsk\u00FD rozum p\u0159i formalizaci v hodin\u00E1ch matematick\u00E9 logiky"@cs . "2011-09-22+02:00"^^ . . . "Logic; didactics; teaching; formula; logical consequence; semantic tree method; resolution; formalisation"@en . "Jak neztratit selsk\u00FD rozum p\u0159i formalizaci v hodin\u00E1ch matematick\u00E9 logiky"@cs . . "RIV/68407700:21240/11:00184135" . "Brno" . . . "Brno" . "V" . "206099" . . "Nollov\u00E1, Marta" . "When examined in mathematical logic, many students state that a consid- eration, which correctness is apparent to primary school children, is incorrect. WHY? They are used to formalize sentences and use some method of proof. If a small mistake appears (a forgotten negation symbol.), their result will be incorrect. They are not used to check it with their own thinking. This experience comes from a technical univesity, mathematical logic is taught in another way at mathematical oriented universities."@en . "How not to lose common sense when formalizing in mathematical logic lessons"@en . . . "RIV/68407700:21240/11:00184135!RIV12-MSM-21240___" . "7. konference o matematice a fyzice na vysok\u00FDch \u0161kol\u00E1ch technick\u00FDch" . . "How not to lose common sense when formalizing in mathematical logic lessons"@en . . .