| Author | Editorial Staff |
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Vol. 28 (2020), No. 1, February 2021
Contents
(In)equalities in a triangle proved by synthetic way
| Author | J. Blažek |
| Abstract | There are many (in)equalities between elements of a triangle, whose justification is in the realm of high school mathematics. The most common procedure of their proofs is based on manipulation of trigonometric functions, like sum and difference formulas. In the article we show how some of the (in)equalities is possible to prove synthetically – by means of geometry and without trigonometric manipulation. |
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Existence to a Brinkman-like model for flows through porous media
| Author | M. Kobera |
| Abstract | In this paper we study the existence of solutions to a certain model of flows through porous media. It is also shown that the model exhibits some regularity properties. We limit ourselves to the simplest case of periodic boundary conditions. This work has been directly motivated by the paper K. R. Rajagopal: On a hierarchy of approximate models for flows of incompressible fluids through porous solids. Math. Models Meth. Appl. Sci. 17 (2007), 215-252. The drag coefficient depends on pressure. |
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The typology of arithmetical Concept Cartoons
| Author | L. Samková |
| Abstract | The paper introduces an educational tool called Concept Cartoons that might be used as a tool in investigating and developing future teachers mathematical knowledge (subject matter knowledge as well as pedagogical content knowledge), and a long-term qualitative empirical study focusing in general on the content and inner structure of Concept Cartoons. The results of the study have a form of a structured typology that can be also used as a step-by-step guide when creating new Concept Cartoons. |
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“Behind every joke …”: Humoristic content as a source for exploration in the math lesson
| Author | I. Sinitsky |
| Abstract | The paper deals with ways of using humor in mathematics teaching and learning. It thus concerns three areas of human activity: mathematics, pedagogy, and humor. Because we are must try to establish some meaningful relationships in the absence of precise definitions for each area, we will rely on the phenomenological approach and use some of the characteristics of each area that have been considered in the professional literature to describe each one. Accordingly, one would be prudent to accept everything written in this article with a certain reservation. As Bertrand Russell said concerning mathematics: “… we never know what we are talking about, nor whether what we are saying is true.” |
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