[Xmca-l] Re: units of mathematics education

[Peg Griffin]

The * was an intrusion!  The expression is just paradoxical.  There cannot
be a concrete world such that "Alyosha's string is greater than Boya's
string equals Alyosha's string is less that Borya's string."

(By the way, in case you want a smile on this November day,  my favorite
paradox is the pragmatic one: " Inform all the troops that communication has
broken down."  Can't remember who is the originator of it, though!) 

-----Original Message-----
From: xmca-l-bounces+peg.griffin=att.net@mailman.ucsd.edu
[mailto:xmca-l-bounces+peg.griffin=att.net@mailman.ucsd.edu] On Behalf Of
Andy Blunden
Sent: Friday, October 31, 2014 7:58 PM
To: eXtended Mind, Culture, Activity
Subject: [Xmca-l] Re: units of mathematics education

Could you elaborate on what is meant by this passage, Peg? I am not familiar
with this use of * in mathematics, and I am not sure how the > and <
relations are being evaluated here. Andy
------------------------------------------------------------------------
*Andy Blunden*
http://home.pacific.net.au/~andy/


Peg Griffin wrote:
> ...  That mathematical model (*A>B=A<B) DOES NOT have a concrete world 
> to rise to! Instead, the children see/feel/perceive the strings and 
> symbols having a relation among relations: A>B = B<A.
>