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The Intuitive Sources of Probabilistic Thinking in Children [electronic resource] / by H. Fischbein.

Av: Medverkande: Materialtyp: TextSerie: Synthese Library, Studies in Epistemology, Logic, Methodology, and Philosophy of Science ; 85Utgivningsuppgift: Dordrecht : Springer Netherlands : Imprint: Springer, 1975Utgåva: 1st ed. 1975Beskrivning: XIV, 210 p. online resourceInnehållstyp:
  • text
Medietyp:
  • computer
Bärartyp:
  • online resource
ISBN:
  • 9789401018586
Ämnen: Fler format: Printed edition:: Ingen titel; Printed edition:: Ingen titel; Printed edition:: Ingen titelDDK-klassifikation:
  • 370.15 23
Library of Congress (LC) klassifikationskod:
  • LB1027.55
Onlineresurser:
Innehåll:
I Introduction -- II Intuition and Intelligence -- III Probability Learning -- IV Probability Learning in Children -- V The Intuition of Relative Frequency -- VI Estimating Odds and The Concept of Probability -- VII Combinatorial Analysis -- VIII Summary and Conclusions -- Index of Names.
I: Springer Nature eBookSammanfattning: 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.
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I Introduction -- II Intuition and Intelligence -- III Probability Learning -- IV Probability Learning in Children -- V The Intuition of Relative Frequency -- VI Estimating Odds and The Concept of Probability -- VII Combinatorial Analysis -- VIII Summary and Conclusions -- Index of Names.

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.

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