By Ashmetkov I. V.
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Additional resources for A Boundary Value Problem for the Linearized Haemodynamic Equations on a Graph
It focuses on the things that we saw as important to our research; it does not mention the teacher’s opinion, the curriculum being followed, the weather, their clothing, and so forth. The report characterises the lesson in very specific way. Some elements of the lesson perceived have been transformed reductively into the elements of the lesson report. In reading the report we invert this transformation so that we can imagine the actual lesson. The nature of this inversion, however, will depend on who the reader is.
Similarly, the intention to learn is always associated with some presupposition about that to be learnt and learning is in a sense revisiting that already presupposed. This continual projecting forwards and backwards affirms an essential time dimension to mathematical understanding that can never be brought to a close by an arrival at a “concept”, since the very framing of that concept modifies the space being described. The way in which an expression is seen and used is always in a state of flux, being modified as the life experience of the individual 50 CHAPTER 1 affects the contexts in which it is seen as being appropriate.
For example, the gestures of the boys have only their spoken element represented in the report. Intonations, delays, facial expressions and pointing fingers are only sometimes implied. The possibility of interpreting such gestures is lost. Because of knowing the boys and their teacher I can speculate on further elements missing in the reduction, such as the comedy of the whole situation, the way in which the four boys regard each other, the earnestness of their commitment to the task. In short, the individuality of those present is largely lost.
A Boundary Value Problem for the Linearized Haemodynamic Equations on a Graph by Ashmetkov I. V.