Strategies for Affecting the Necessary Course of Cognitive Growth as an Integral Part of Curricular and Instructional Planning |
| |
Authors: | Robert N Carson Stuart Rowlands |
| |
Institution: | (1) Montana State University, 215 Reid Hall, Bozeman, MT, 59717, U.S.A.;(2) Centre for Teaching Mathematics, School of Mathematics & Statistics, University of Plymouth, Plymouth, Devon, PL4 8AA, UNITED KINGDOM |
| |
Abstract: | This paper explores the public awareness that there presently exists a crisis in mathematics education and a “dumbingdown"
of the curriculum, examines the nature of this crisis and argues that there has been a lowering of cultural, pedagogical and
cognitive expectations with respect to most learners. The notion of cognitive development in mathematics education is re-examined
and a model of how the concepts of learners can be transformed in the very process of engaging with the conceptual revolutions
that defined geometry is proposed. The importance of cultivating a meta-narrative in support of metacognition and the development
of cognitive growth are stressed. |
| |
Keywords: | Cognition conceptual revolutions curriculum Greek geometry meta-cognition meta-narrative Piaget Platonism Vygotsky |
本文献已被 SpringerLink 等数据库收录! |
|