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The Evolution of Mathematical Reasoning: Everyday versus Idealized Understandings. (English)
Dev. Rev. 22, No. 2, 242-66 (2002).
Considers how students’ mathematical thinking evolves as a result of their actions and everyday experiences and from increasing reliance on introduced mathematical principles and representations. Exemplifies how 8- to 10-year-olds’ personal representations come to face with representations involving algebraic concepts. Explores implications for theories of instruction and long-term development of mathematical reasoning. (ERIC)
Classification: C32
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