Abstract

In this article, ambiguous street and park signs are analysed and deciphered using symbolic logic. These examples showcase the ways in which instructors of undergraduate mathematics courses can blend their students' everyday exposure to logical reasoning with classroom experiences. (Contains 4 tables and 6 figures.)

Citation

Munakata, M. (2011). Context-Based Exercises in Logic: To Park or Not to Park, 'Tis the Question. International Journal of Mathematical Education in Science and Technology, 42(5), 649-657. Retrieved May 17, 2022 from https://www.learntechlib.org/p/167261/.

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Keywords

• college mathematics
• higher education
• Logical Thinking
• Mathematical Logic
• mathematics
• Mathematics Curriculum
• mathematics education
• Mathematics Instruction
• Signs
• Undergraduate Study