关于数学的本质及数学本质中的根本矛盾

数学以纯粹形态的量的关系和空间形式为对象,它的概念、结论、方法都是反映现实世界的。指出了数学本质中的根本矛盾。客观实践的需求与数学内在的矛盾是推动数学发展的动力。     

One Possible Frame for Thinking about Experiential Learning

I argue that teaching statistical thinking is harder than teaching mathematics, that experimental design is particularly well suited to teaching statistical thinking and that in teaching statistics, variation is good. We need a mix of archival data, simulations and activities, of varying degrees of complexity. Within this context, I applaud the important contributions to our profession represented by Darius et al. (2007) , and Nolan & Temple Lang (2007) , the first for showing us how to make simulation‐based learning simultaneously more flexible and more realistic than ever before, and the second for showing us a path‐breaking technology that can make archival data the basis for active learning at an impressively high level of sophistication, embedding statistical thinking within real scientific and practical investigations.     

Contested Continuity: Competing Explanations of the Evolution of the Corporate Form

The history of the electric utility industry provides the occasion for testing competing explanations of the emergence and persistence of the corporate form. This industry, characterized by capital intensity, intense competition, and attractive investment opportunities — along with rapid technological change as well as legal and regulatory changes — provides lessons for newer industries with network externalities. Drawing on the work of institutional economics and business history, I examine the evolution of the electric power industry in the US to test competing explanations of choices of finance and technology.