Titlebook: Epistemological Foundations of Mathematical Experience; Leslie P. Steffe Book 1991 Springer-Verlag New York Inc. 1991 Lernen.Mathematica.M

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Recent Research in Psychologyhttp://image.papertrans.cn/e/image/313328.jpg

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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.

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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.

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,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

Consensus

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,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.

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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

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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