9789027706263 - the intuitive sources of probabilistic thinking in children (synthese library, 85, band 85) von fischbein, h. (6 Ergebnisse)
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hardcover. Zustand: Good.
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23 cm. original cloth, dustjacket. x,204 pp. diagrams. bibliography. index. "Synthese Library". -(dustjacket damaged and partly browned, otherwise very good). 480g.
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Hardcover. Zustand: Gut. Schutzumschlag. Dordrecht, Reidel (1975). gr.8°. X, 204 p. OCloth with dust jacket. (dust jacket browned).- Synthese Library, volume 85.- Small stamp on half-title, otherwise in good condition.
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Zustand: New. Series: Synthese Library S. Num Pages: 228 pages. BIC Classification: JM. Category: (P) Professional & Scholarly; (UP) Postgraduate. Dimension: 234 x 156 x 16. Weight in Grams: 500. . 1975. Hardback. . . . . Books ship from the US and Ireland.
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Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - 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 meant…ime, 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.
