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Freudenthal Hans:     more books (38)

The Legacy of Hans Freudenthal Lincos: Design of a Language for Cosmic Intercourse by Hans FREUDENTHAL, 1960 Didactical Phenomenology of Mathematical Structures (Mathematics Education Library) (Volume 0) by Hans Freudenthal, 2008-05-27 Weeding and Sowing: Preface to a Science of Mathematical Education by Hans Freudenthal, 1980-02-29 Probability and Statistics. by Hans FREUDENTHAL, 1965 The Concept and the Role of the Model in Mathematics and Natural and Social Sciences (Synthese Library) Mathematics Observed by Hans Freudenthal, 1967-11 Revisiting Mathematics Education: China Lectures (Mathematics Education Library) by Hans Freudenthal, 2010-11-02 The Language of Logic. by Hans. Freudenthal, 1966 Mathematics as an Educational Task by Hans Freudenthal, 1972-12-31 Mathématicien Néerlandais: Edsger Dijkstra, Max Euwe, Christian Huygens, Isaac Beeckman, Thomas Joannes Stieltjes, Hans Freudenthal (French Edition) Contemporary Authors: Biography - Freudenthal, Hans (1905-1990) Hans Freudenthal: Selecta (Heritage of European Mathematics) by Tonny A. Springer and Dirk van Dalen, 2009-10-15 The Legacy of Hans Freudenthal --1994 publication. by various, 1994-01-01

lists with details

81. LINCOS
    Excerpts from LINCOS Design of a Language for Cosmic Intercourse hans FreudenthalNorthHolland Publishing Company, Amsterdam, 1960 I Mathematics II Time  
    http://www.matessa.org/~mike/lincos.html
    
    Extractions: Excerpts from LINCOS: Design of a Language for Cosmic Intercourse Hans Freudenthal North-Holland Publishing Company, Amsterdam, 1960 I: Mathematics II: Time III: Behaviour IV: Space, Motion, Mass Chapter I: Mathematics 1 00 0. Pairs of signs # will enclose the printed image of a program text. A (metatextual) "and so on" after a text indicates that this text is an exemplary extract from the factual program. When carrying out the program we will replace this text by a large number of texts similar to the text we have printed. If the number of examples is large enough, we may expect that the receiver can generalize the program text. 1 01 0. # > a b c # Loose Lincos words are presented, without any context, in order to stress their individuality. So it will be somewhat easier for the receiver to recognize them when they occur in a certain context. The bold-faced strokes mean pauses. 1 01 1. # . . . . . > . . . # and so on. 1 01 2. # . . . n successive phonemes of this kind, separated by short and equal intervals, is written as a group of

82. Universitätsbibliothek Karlsruhe
    http://www.ubka.uni-karlsruhe.de/hylib-bin/suche.cgi?opacdb=UBKA_OPAC&nd=1123872

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