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O elementach logiki erotetycznej w edukacji matematycznej

100%

Rams T.

Annales Universitatis Paedagogicae Cracoviensis | Studia ad Didacticam Mathematicae Pertinentia

2012

tom 4

155-166

Asking questions is one of the most common activities of mathematics teachers at various levels of education. Moreover, the way the teachers formulate questions has profound impact on the results of teaching, especially on their pupils' reasoning process. Erotetic logic is frequently presented in a very formal manner. In this paper, we restrict our attention to these aspects of erotetic logic that can turn it into a useful framework to describe various didactic situations. In particular, the paper contains remarks on question structure, its didactic function, certain criteria of correctness of questions, and various classifications of questions that can be useful for teaching. Finally, we discuss some strategies and techniques of asking questions and encouraging pupils to pose questions.

Erotetic Epistemic Logic

80%

Peliš M.

Logic and Logical Philosophy

2017

tom 26

nr 3 Special Issue on Question Processing. Guest Editors: Mariusz Urbański, Michiel van Lambalgen, and Marcin Koszowy

357–381

This paper presents a logic of questions developed as an extension of (S5) epistemic logic. We discuss many features that are important for erotetic logic (formalization and semantics of questions, answerhood conditions, and inferential structures with questions). The aim is to introduce an erotetic system which corresponds well with epistemic terms and can form an appropriate background for dynamic approaches in epistemic logic.