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Mathematics, Education, and Other Endangered Species = From Intuition to Inhibition /

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Mathematics, Education, and Other Endangered Species/ by Shlomo Vinner.
Reminder of title:	From Intuition to Inhibition /
Author:	Vinner, Shlomo.
Description:	XX, 141 p. 3 illus.online resource. :
Contained By:	Springer Nature eBook
Subject:	Mathematics. -
Online resource:	https://doi.org/10.1007/978-3-319-90035-3
ISBN:	9783319900353

Mathematics, Education, and Other Endangered Species = From Intuition to Inhibition /
Vinner, Shlomo.

Mathematics, Education, and Other Endangered SpeciesFrom Intuition to Inhibition /[electronic resource] :by Shlomo Vinner. - 1st ed. 2018. - XX, 141 p. 3 illus.online resource. - Mathematics in Mind,2522-5405. - Mathematics in Mind,.

1. Is Mathematics Required in Real-Life Situations?- 2. What is Mathematics for?- 3. Can Scientific Thinking help us cope with our Existential Problems? Can Religious Thinking help us cope with our Existential Problems?- 4. Concept Formation in Mathematics: Concept Definition and Concept Image -- 5. The Misconception Fallacy, the Pseudo-conceptual and the Pseudo-analytical Behaviors in Mathematical Contexts -- 6. The Pseudo-conceptual Behavior in Contexts Outside the Mathematics Classroom -- 7. Can E-learning (Computer-Based Learning) Replace Teacher-Student Individual Communication?- 8. What is Mathematics?- 9. The Role of Examples in the Learning of Mathematics and in Everyday Thought Processes -- 10. Imagination Acts -- 11. The Wonders of Infinity and its Weirdness -- 12. Mathematics, Educational Values, and Intellectual Values -- 13. What Are Elementary Mathematics Teachers Expected to Know? -- 14. Proofs by Contradiction or Isn’t this an Absurdity?- 15. Visually Moderated Sequences -- 16. Common Sense Versus Science and Theology -- 17. Rationality -- P1. About the Subtitle "From Intuition to Inhibition" -- P2. The Potential Readers of The Book -- P3. An Opportunity for a Corrective Experience for Those who Carry ENgative Memories from Their Mathematics Learning in School -- P4. About Reflection.

This book examines the critical roles and effects of mathematics education. The exposition draws from the author’s forty-year mathematics career, integrating his research in the psychology of mathematical thinking into an overview of the true definition of math. The intention for the reader is to undergo a “corrective” experience, obtaining a clear message on how mathematical thinking tools can help all people cope with everyday life. For those who have struggled with math in the past, the book also aims to clarify that math learning difficulties are likely a result of improper pedagogy as opposed to any lack of intelligence on the part of the student. This personal treatise will be of interest to a variety of readers, from mathematics teachers and those who train them to those with an interest in education but who may lack a solid math background.

ISBN: 9783319900353

Standard No.: 10.1007/978-3-319-90035-3doiSubjects--Topical Terms:

527692
Mathematics.

LC Class. No.: QA276-280

Dewey Class. No.: 519

Mathematics, Education, and Other Endangered Species = From Intuition to Inhibition /
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520 $a This book examines the critical roles and effects of mathematics education. The exposition draws from the author’s forty-year mathematics career, integrating his research in the psychology of mathematical thinking into an overview of the true definition of math. The intention for the reader is to undergo a “corrective” experience, obtaining a clear message on how mathematical thinking tools can help all people cope with everyday life. For those who have struggled with math in the past, the book also aims to clarify that math learning difficulties are likely a result of improper pedagogy as opposed to any lack of intelligence on the part of the student. This personal treatise will be of interest to a variety of readers, from mathematics teachers and those who train them to those with an interest in education but who may lack a solid math background.
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