In this article, ambiguous street and park signs are analysed and deciphered using symbolic logic. These examples showcase the ways in which instructors of undergraduate mathematics courses can blend their students' everyday exposure to logical reasoning with classroom experiences.
|Number of pages||9|
|Journal||International Journal of Mathematical Education in Science and Technology|
|Publication status||Published - 1 Jul 2011|
- Context-based instruction
- Discrete mathematics
- Undergraduate mathematics