標(biāo)題: Titlebook: Epistemological Foundations of Mathematical Experience; Leslie P. Steffe Book 1991 Springer-Verlag New York Inc. 1991 Lernen.Mathematica.M [打印本頁(yè)] 作者: 討論小組 時(shí)間: 2025-3-21 17:14
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書(shū)目名稱Epistemological Foundations of Mathematical Experience讀者反饋
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作者: 接觸 時(shí)間: 2025-3-21 21:44 作者: 珊瑚 時(shí)間: 2025-3-22 01:17 作者: V洗浴 時(shí)間: 2025-3-22 06:35 作者: 印第安人 時(shí)間: 2025-3-22 12:16
,7. The capacity , and the Painlevé Problem,ent notions of rationality. In particular, rationality is sometimes wittingly, more often unthinkingly, equated with logic, and the nurturance of rationality is correspondingly equated with the teaching of valid logical rules. I wish to argue that logic cannot be a valid explication of rationality a作者: Disk199 時(shí)間: 2025-3-22 14:58 作者: Disk199 時(shí)間: 2025-3-22 19:55
Roy Streit,Robert Blair Angle,Murat Efean and frequently do discover mathematical properties and invent mathematical rules through experience and practice, substantially independently from direct instruction. Further, it will be argued that a crucial role of repetitive experience is that it can cause the construction and reorganization o作者: Demulcent 時(shí)間: 2025-3-22 21:43 作者: 暖昧關(guān)系 時(shí)間: 2025-3-23 02:01 作者: ligature 時(shí)間: 2025-3-23 07:33 作者: evaculate 時(shí)間: 2025-3-23 11:22 作者: 上下倒置 時(shí)間: 2025-3-23 15:58
978-0-387-97600-6Springer-Verlag New York Inc. 1991作者: 未開(kāi)化 時(shí)間: 2025-3-23 18:55 作者: HILAR 時(shí)間: 2025-3-23 23:19
Analytic Capacity and Rational Approximationiricists, cite John Locke as their forefather, and get away with it. Had they read the first chapter of “Book II”. of his major work, ., they would have found, among many others, the following enlightening statements.作者: 磨碎 時(shí)間: 2025-3-24 05:46 作者: 固執(zhí)點(diǎn)好 時(shí)間: 2025-3-24 08:14
Zeros and their multiplicities,ng initially overwhelming, turns out to be a considerable strength of the collection. It is remarkable that these papers, written within diverse traditions and disciplines, reflect a coherent theme: experience and conceptualization are inseparable.作者: confederacy 時(shí)間: 2025-3-24 11:45
,Abstraction, Re-Presentation, and Reflection: An Interpretation of Experience and Piaget’s Approachiricists, cite John Locke as their forefather, and get away with it. Had they read the first chapter of “Book II”. of his major work, ., they would have found, among many others, the following enlightening statements.作者: aneurysm 時(shí)間: 2025-3-24 18:51
Reflective Abstraction in Humanities Education: Thematic Images and Personal Schemas,bols confront us as givens, as already-there representations that coalesce prior, and perhaps non-conscious, reflection in a concrete image. In so confronting us, they lead our thinking, enticing us to further reflection.作者: LUT 時(shí)間: 2025-3-24 19:14 作者: 蛤肉 時(shí)間: 2025-3-24 23:24
https://doi.org/10.1007/978-1-4612-3178-3Lernen; Mathematica; Mathematik/Lernmethoden; algebra; arithmetic; awareness; epistemology; experience; func作者: 分發(fā) 時(shí)間: 2025-3-25 06:39
Recent Research in Psychologyhttp://image.papertrans.cn/e/image/313328.jpg作者: 領(lǐng)導(dǎo)權(quán) 時(shí)間: 2025-3-25 08:19
K. Amano,M. Asaduzzaman,T. Ooura,S. SaitohWithin the literature of mathematical education, one can find little explicit attention to students’ mathematical experiences. Perhaps this is due to the complexity, indeed impossibility, of adequately characterizing what constitutes these experiences.作者: 記憶 時(shí)間: 2025-3-25 13:47
Enhancing School Mathematical Experience Through Constructive Computing Activity,Within the literature of mathematical education, one can find little explicit attention to students’ mathematical experiences. Perhaps this is due to the complexity, indeed impossibility, of adequately characterizing what constitutes these experiences.作者: 杠桿 時(shí)間: 2025-3-25 19:38 作者: 慢慢沖刷 時(shí)間: 2025-3-25 21:21
,The Import of Fodor’s Anti-Constructivist Argument,eady present as an innate endowment (1975, 1981). This radical innatism - along with related conclusions such as an innate modularity of available representations and a corresponding innate limitation in the potential knowledge that human beings might be capable of (1983) - has been seen by many as 作者: Consensus 時(shí)間: 2025-3-26 01:30 作者: 范例 時(shí)間: 2025-3-26 05:52
,Abstraction, Re-Presentation, and Reflection: An Interpretation of Experience and Piaget’s Approachiricists, cite John Locke as their forefather, and get away with it. Had they read the first chapter of “Book II”. of his major work, ., they would have found, among many others, the following enlightening statements.作者: 野蠻 時(shí)間: 2025-3-26 11:53
A Pre-Logical Model of Rationality,ent notions of rationality. In particular, rationality is sometimes wittingly, more often unthinkingly, equated with logic, and the nurturance of rationality is correspondingly equated with the teaching of valid logical rules. I wish to argue that logic cannot be a valid explication of rationality a作者: 解脫 時(shí)間: 2025-3-26 14:35 作者: 高度 時(shí)間: 2025-3-26 20:06
The Role Mathematical Transformations and Practice in Mathematical Development,an and frequently do discover mathematical properties and invent mathematical rules through experience and practice, substantially independently from direct instruction. Further, it will be argued that a crucial role of repetitive experience is that it can cause the construction and reorganization o作者: Chronic 時(shí)間: 2025-3-26 23:00
,The Concept of Exponential Functions: A Student’s Perspective,atical concepts. They are useful in modelling phenomena across many fields, including astronomy, economics, chemistry, biology and information theory, and are typically the mathematical “tool of choice” for exploring “bigness” and “smallness,” bringing these concepts into the range of human comprehe作者: CHASE 時(shí)間: 2025-3-27 04:58
Constructive Aspects of Reflective Abstraction in Advanced Mathematics,oncept. He considered it to be the driving force of the (re-)constructions involved in the passage through the stages of sensori-motor actions, semiotic representations, concrete operations, and formal operations (Beth & Piaget, 1966, p. 245). But he also felt that reflective abstraction was critica作者: Synovial-Fluid 時(shí)間: 2025-3-27 05:50 作者: 委屈 時(shí)間: 2025-3-27 12:22 作者: Fretful 時(shí)間: 2025-3-27 14:42
,The Import of Fodor’s Anti-Constructivist Argument,f cognition and epistemology (Campbell and Bickhard, 1987). Furthermore, even when the critical presupposition is isolated, it is difficult to construct a genuine alternative. Most attempts at correcting any part of the logical difficulties involved have inadvertently presupposed the pernicious prem作者: Archipelago 時(shí)間: 2025-3-27 21:34 作者: Hemiplegia 時(shí)間: 2025-3-28 01:53
Book 1991g myself in the conceptual analysis of the mathematical experiences of the children, I felt that it was crucial to critically evaluate the progress that we felt we had made in our earlier work. It was toward achieving this goal that I organized the conference. When trying to understand the mathemati作者: Palter 時(shí)間: 2025-3-28 02:54 作者: Serenity 時(shí)間: 2025-3-28 08:02 作者: ACTIN 時(shí)間: 2025-3-28 11:23 作者: cushion 時(shí)間: 2025-3-28 16:35 作者: TERRA 時(shí)間: 2025-3-28 18:57 作者: effrontery 時(shí)間: 2025-3-29 01:32 作者: 畢業(yè)典禮 時(shí)間: 2025-3-29 06:48
Introduction to Analytic Curves,th & Piaget, p. 205). Indeed, it was for him the mechanism by which all logicomathematical structures are constructed (Piaget, 1971, p. 342), and he felt that “it alone supports and animates the immense edifice of logicomathematical construction” (Piaget, 1980a, p. 92).作者: Chameleon 時(shí)間: 2025-3-29 11:15 作者: xanthelasma 時(shí)間: 2025-3-29 15:11
The Learning Paradox: A Plausible Counterexample,again, that learning is a matter of inductive inference, that is, a process of hypothesis formation. and confirmation” (p. 148). Given his view of learning, Fodor states the learning paradox in the following way.作者: 嘮叨 時(shí)間: 2025-3-29 17:36
A Pre-Logical Model of Rationality,onality is correspondingly equated with the teaching of valid logical rules. I wish to argue that logic cannot be a valid explication of rationality and that teaching logical rules cannot effectively nurture rationality作者: urethritis 時(shí)間: 2025-3-29 23:02 作者: Evacuate 時(shí)間: 2025-3-30 00:09
,The Concept of Exponential Functions: A Student’s Perspective, and are typically the mathematical “tool of choice” for exploring “bigness” and “smallness,” bringing these concepts into the range of human comprehension. They provide a dramatic contrast to linear functions in that the change they model is based on repeated multiplication instead of repeated addition; thus their rate of growth can be shocking.作者: chronology 時(shí)間: 2025-3-30 05:25
