02.11.14

The Trend

In mathematics it aspires to optimal consistency, with a subsumptive scheme. Mathematical style of thinking, because of their consistency, enables greatly, controlling the accuracy in the thought process. Mathematical style of thinking is a streamlined way of thinking, and why this kind of thinking education is of extraordinary importance for all spheres of science and daily life. There is no universally accepted definition of what mathematical thinking. According to Schoenfeld. A. H. (1992) the mathematical instruction goals depend on the conceptualization of what one has than it is mathematical.

Such knowledge varies widely; to learn how to think mathematically means development of a mathematical point of view, valuing the process of mathematization and abstraction, with predilection for its implementation and develop the skills for the use of the instruments at the service of the purpose of the duality: structure of understanding and common sense of how to do the math. In our educational experience in training professionals for primary education, we observed in the last decade the trend, even at a global level of the development of the abilities of the different cognitive domains of Mathematics (calculus, magnitudes, geometry, equations, working with variables, etc.) from the resolution of problems in different situations. The analysis of this phenomenon, allows you to declare our position, i.e., it would be perfectly understandable to speak of mathematical thinking in elementary school when the task that occurs at the school requires: calculate safely and quickly with security in Q and N +. Solve problems in mathematics with different amounts of magnitudes. Make use of the language of mathematics in communicative competence of the school environment. Know make use of mathematical knowledge in different situations of everyday life. Moreover, with a greater aspiration level, is should lead students numerous and varied experiences which allow, among other things, formulate hypotheses, test and train empirically argument about the validity of the hypothesis, without this being interpreted as a simplification of the intention of the authors conceptualize the term mathematical thinking, analysis and reflections based on that in practice the teacher makes in math classesWhen naturally works by the formation of a logical thinking in primary school children.

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