The nature of mathematical thinking
Resource Information
The work The nature of mathematical thinking represents a distinct intellectual or artistic creation found in Boston University Libraries. This resource is a combination of several types including: Work, Language Material, Books.
The Resource
The nature of mathematical thinking
Resource Information
The work The nature of mathematical thinking represents a distinct intellectual or artistic creation found in Boston University Libraries. This resource is a combination of several types including: Work, Language Material, Books.
 Label
 The nature of mathematical thinking
 Statement of responsibility
 edited by Robert J. Sternberg [and] Talia BenZeev
 Subject

 Aptitude pour les mathématiques
 Aptitude pour les mathématiques  Études transculturelles
 Aptitude pour les mathématiques  Études transculturelles
 Cognitive psychology
 Cognitive psychology
 Concept de nombre chez l'enfant
 Concept de nombre chez l'enfant  Études transculturelles
 Crosscultural studies
 Human information processing
 Human information processing
 Information, Traitement de l', chez l'enfant
 Information, Traitement de l', chez l'homme
 Mathematical ability
 Mathematical ability  Crosscultural studies
 Mathematical ability in children
 Mathematical ability in children
 Mathématiques  Aspect cognitif
 Nombre, Idée de, chez l'enfant
 Number concept in children
 Number concept in children
 Number concept in children  Crosscultural studies
 Psychologie cognitive
 Language
 eng
 Summary
 Why do some children seem to learn mathematics easily and others slave away at it, learning it only with great effort and apparent pain? Why are some people good at algebra but terrible at geometry? How can people who successfully run a business as adults have been failures at math in school? How come some professional mathematicians suffer terribly when trying to balance a checkbook? And why do school children in the United States perform so dismally in international comparisons? These are the kinds of real questions the editors set out to answer, or at least address, in editing this book on mathematical thinking. Their goal was to seek a diversity of contributors representing multiple viewpoints whose expertise might converge on the answers to these and other pressing and interesting questions regarding this subject. The chapter authors were asked to focus on their own approach to mathematical thinking, but also to address a common core of issues such as the nature of mathematical thinking, how it is similar to and different from other kinds of thinking, what makes some people or some groups better than others in this subject area, and how mathematical thinking can be assessed and taught. Their work is directed to a diverse audience  psychologists interested in the nature of mathematical thinking and abilities, computer scientists who want to simulate mathematical thinking, educators involved in teaching and testing mathematical thinking, philosophers who need to understand the qualitative aspects of logical thinking, anthropologists and others interested in how and why mathematical thinking seems to differ in quality across cultures, and laypeople and others who have to think mathematically and want to understand how they are going to accomplish that feat
 Cataloging source
 DLC
 Illustrations
 illustrations
 Index
 index present
 LC call number
 BF456.N7
 LC item number
 N35 1996
 Literary form
 non fiction
 Nature of contents
 bibliography
 Series statement
 Studies in mathematical thinking and learning series
Context
Context of The nature of mathematical thinkingWork of
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