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Mathematical Impossibility in History and in the Classroom

dc.creatorLützen, Jesper
dc.date2014-06-02
dc.date.accessioned2016-05-02T21:37:42Z
dc.date.available2016-05-02T21:37:42Z
dc.identifierhttp://revistas.ucr.ac.cr/index.php/cifem/article/view/14723
dc.identifier.urihttps://hdl.handle.net/10669/18810
dc.descriptionTheorems stating that something is impossible are notoriously difficult to understand for many students and amateur mathematicians. In this talk I shall discuss how the role of such impossibility statements has changed during the history of mathematics. I shall argue that impossibility statements have changed status from a kind of meta-statement to true mathematical theorems. I shall also argue that this story is worth telling in the classroom because it will clarify the nature of impossibility theorems and thus of mathematics. In particular it will show to the students how mathematics is able to investigate the limits of its own activity with its own methods.es-ES
dc.formatapplication/pdf
dc.languagespa
dc.publisherUniversidad de Costa Ricaes-ES
dc.relationCuadernos de Investigación y Formación en Educación Matemática;
dc.rightsCopyright (c) 2014 Cuadernos de Investigación y Formación en Educación Matemáticaes-ES
dc.sourceCuadernos de Investigación y Formación en Educación Matemática; Trabajos de la XIII CIAEM; 165-174en-US
dc.sourceCuadernos de Investigación y Formación en Educación Matemática; Trabajos de la XIII CIAEM; 165-174es-ES
dc.source1659-2573
dc.titleMathematical Impossibility in History and in the Classroomes-ES
dc.typeartículo original


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