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• The first clear distinction between the heuristic conjecture and the deductive proof in the ancient mathematics

  397-406

  Lajos Klukovits

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  11

  The mathematics of the ancient river-valley cultures was purely empirical, while the classical Greek mathematics was entirely deductive without any written sign of the heuristic arguments. In the forthcoming Hellenistic period there were significant changes. One of them is that in spite of the rigorous (deductive) proofs some heuristic arguments appeared in separate treatises. We show a nice example due to Archimedes.
  "We have learned from the very pioneers of this science not to have regard to mere plausible imaginings when it is a question of the reasonings to be included in our geometrical doctrine." – Proclus

• Heuristic arguments and rigorous proofs in secondary school education

  167-184

  Zsolt Fülöp

  Views:

  31

  In this paper we are going to discuss some possible applications of the mechanical method, especially the lever principle, in order to formulate heuristic conjectures related to the volume of three-dimensional solids. In the secondary school educational processes the heuristic arguments are no less important than the rigorous mathematical proofs. Between the ancient Greek mathematicians Archimedes was the first who made heuristic conjectures with the methods of Mechanics and proved them with the rigorous rules of Mathematics, in a period, when the methods of integration were not known. For a present day mathematician (or a secondary school mathematics teacher) the tools of the definite integral calculus are available in order to calculate the volume of three dimensional bodies, such as paraboloids, ellipsoids, segments of a sphere or segments of an ellipsoid. But in the secondary school educational process, it is also interesting to make heuristic conjectures by the use of the Archimedean method. It can be understood easily, but it is beyond the normal secondary school curriculum, so we recommend it only to the most talented students or to the secondary schools with advanced mathematical teaching programme.