The intuitive sources of probabilistic thinking in children /
Fischbein, Efraim 1920-
The intuitive sources of probabilistic thinking in children / E. Fischbein. - D. Reidel Pub. Co., [1975] - x, 204 pages : illustrations - Synthese library ; v. 85 .
Includes bibliographies and index.
About a year ago I promised my friend Fischbein a preface to his book of which I knew the French manuscript. Now with the printer's proofs under my eyes I like the book even better than I did then, because of, and influenced by, new experiences in the meantime, and fresh thoughts that crossed my mind. Have I been influenced by what I remembered from the manuscript? If so, it must have happened unconsciously. But of course, what struck me in this work a year ago, struck a responsive chord in my own mind. In the past, mathematics teaching theory has strongly been influenced by a view on mathematics as a heap of concepts, and on learning mathematics as concepts attainment. Mathematics teaching practice has been jeopardised by this theoretical approach, which in its most dangerous form expresses itself as a radical atomism. To concepts attainment Fischbein opposes acquisition of intuitions. In my own publications I avoided the word "intuition" because of the variety of its meanings across languages. For some time I have used the term "constitution of mathematical objects", which I think means the same as Fischbein's "acquisition of intuitions" - indeed as I view it, constituting a mental object precedes its conceptualising, and under this viewpoint I tried to observe mathematical activities of young children
9027706263
Cognition in children.
Probability learning.
Intuition.
COGNICION EN NIÑOS
INTUICION
APRENDIZAJE POR PROBABILIDADES
155.413 F528
The intuitive sources of probabilistic thinking in children / E. Fischbein. - D. Reidel Pub. Co., [1975] - x, 204 pages : illustrations - Synthese library ; v. 85 .
Includes bibliographies and index.
About a year ago I promised my friend Fischbein a preface to his book of which I knew the French manuscript. Now with the printer's proofs under my eyes I like the book even better than I did then, because of, and influenced by, new experiences in the meantime, and fresh thoughts that crossed my mind. Have I been influenced by what I remembered from the manuscript? If so, it must have happened unconsciously. But of course, what struck me in this work a year ago, struck a responsive chord in my own mind. In the past, mathematics teaching theory has strongly been influenced by a view on mathematics as a heap of concepts, and on learning mathematics as concepts attainment. Mathematics teaching practice has been jeopardised by this theoretical approach, which in its most dangerous form expresses itself as a radical atomism. To concepts attainment Fischbein opposes acquisition of intuitions. In my own publications I avoided the word "intuition" because of the variety of its meanings across languages. For some time I have used the term "constitution of mathematical objects", which I think means the same as Fischbein's "acquisition of intuitions" - indeed as I view it, constituting a mental object precedes its conceptualising, and under this viewpoint I tried to observe mathematical activities of young children
9027706263
Cognition in children.
Probability learning.
Intuition.
COGNICION EN NIÑOS
INTUICION
APRENDIZAJE POR PROBABILIDADES
155.413 F528