Literaturnachweis - Detailanzeige
| Autor/in | Tisdell, Christopher C. |
|---|---|
| Titel | Rethinking Pedagogy for Second-Order Differential Equations: A Simplified Approach to Understanding Well-Posed Problems |
| Quelle | In: International Journal of Mathematical Education in Science and Technology, 48 (2017) 5, S.794-801 (8 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Tisdell, Christopher C.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0020-739X |
| DOI | 10.1080/0020739X.2017.1285062 |
| Schlagwörter | Equations (Mathematics); Teaching Methods; Problem Solving; Mathematical Models; Secondary School Mathematics; College Mathematics; Validity; Mathematical Logic |
| Abstract | Knowing an equation has a unique solution is important from both a modelling and theoretical point of view. For over 70 years, the approach to learning and teaching "well posedness" of initial value problems (IVPs) for second- and higher-order ordinary differential equations has involved transforming the problem and its analysis to a first-order system of equations. We show that this excursion is unnecessary and present a direct approach regarding second- and higher-order problems that does not require an understanding of systems. (As Provided). |
| Anmerkungen | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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