國立高雄大學圖資館 |

語系: 繁體中文

說明(常見問題)

圖資館首頁

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

How humans learn to think mathematic...

Tall, David Orme.

How humans learn to think mathematicallyexploring the three worlds of mathematics /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	How humans learn to think mathematicallyby David Tall.
其他題名:	exploring the three worlds of mathematics /
作者:	Tall, David Orme.
出版者:	Cambridge :Cambridge University Press,2013.
面頁冊數:	xxii, 457 p. :ill., digital ;24 cm.
標題:	MathematicsPhilosophy.
電子資源:	https://doi.org/10.1017/CBO9781139565202
ISBN:	9781139565202$q(electronic bk.)

How humans learn to think mathematicallyexploring the three worlds of mathematics /
Tall, David Orme.

How humans learn to think mathematicallyexploring the three worlds of mathematics /[electronic resource] :by David Tall. - Cambridge :Cambridge University Press,2013. - xxii, 457 p. :ill., digital ;24 cm. - Learning in doing: social, cognitive and computational perspectives. - Learning in doing: social, cognitive and computational perspectives..

I. Prelude -- About this Book -- II. School Mathematics and Its Consequences -- The Foundations of Mathematical Thinking -- Compression, Connection and Blending of Mathematical Ideas -- Set-befores, Met-befores and Long-term Learning -- Mathematics and the Emotions -- The Three Worlds of Mathematics -- Journeys through Embodiment and Symbolism -- Problem-Solving and Proof -- III. Interlude -- The Historical Evolution of Mathematics -- IV. University Mathematics and Beyond -- The Transition to Formal Knowledge -- Blending Knowledge Structures in the Calculus -- Expert Thinking and Structure Theorems -- Contemplating the Infinitely Large and the Infinitely Small -- Expanding the Frontiers through Mathematical Research -- Reflections -- Appendix: Where the Ideas Came From.

How Humans Learn to Think Mathematically describes the development of mathematical thinking from the young child to the sophisticated adult. Professor David Tall reveals the reasons why mathematical concepts that make sense in one context may become problematic in another. For example, a child's experience of whole number arithmetic successively affects subsequent understanding of fractions, negative numbers, algebra, and the introduction of definitions and proof. Tall's explanations for these developments are accessible to a general audience while encouraging specialists to relate their areas of expertise to the full range of mathematical thinking. The book offers a comprehensive framework for understanding mathematical growth, from practical beginnings through theoretical developments, to the continuing evolution of mathematical thinking at the highest level.

ISBN: 9781139565202$q(electronic bk.)Subjects--Topical Terms:

187658
Mathematics
--Philosophy.

LC Class. No.: QA8.4 / .T33 2013

Dewey Class. No.: 510.1

How humans learn to think mathematicallyexploring the three worlds of mathematics /
LDR:02565nmm a2200277 a 4500 001 504209
003 UkCbUP
005 20170906094313.0
006 m d
007 cr nn 008maaau
008 171013s2013 enk s 0 eng d
020 $a 9781139565202$q(electronic bk.)
020 $a 9781107035706$q(hardback)
020 $a 9781107668546$q(paperback)
035 $a CR9781139565202
040 $a UkCbUP $b eng $c UkCbUP $d GP
041 0 $a eng
050 0 0 $a QA8.4 $b .T33 2013
082 0 0 $a 510.1 $2 23
090 $a QA8.4 $b .T147 2013
100 1 $a Tall, David Orme. $3 769064
245 1 0 $a How humans learn to think mathematically $h [electronic resource] : $b exploring the three worlds of mathematics / $c by David Tall.
260 $a Cambridge : $b Cambridge University Press, $c 2013.
300 $a xxii, 457 p. : $b ill., digital ; $c 24 cm.
490 1 $a Learning in doing: social, cognitive and computational perspectives
505 0 $a I. Prelude -- About this Book -- II. School Mathematics and Its Consequences -- The Foundations of Mathematical Thinking -- Compression, Connection and Blending of Mathematical Ideas -- Set-befores, Met-befores and Long-term Learning -- Mathematics and the Emotions -- The Three Worlds of Mathematics -- Journeys through Embodiment and Symbolism -- Problem-Solving and Proof -- III. Interlude -- The Historical Evolution of Mathematics -- IV. University Mathematics and Beyond -- The Transition to Formal Knowledge -- Blending Knowledge Structures in the Calculus -- Expert Thinking and Structure Theorems -- Contemplating the Infinitely Large and the Infinitely Small -- Expanding the Frontiers through Mathematical Research -- Reflections -- Appendix: Where the Ideas Came From.
520 $a How Humans Learn to Think Mathematically describes the development of mathematical thinking from the young child to the sophisticated adult. Professor David Tall reveals the reasons why mathematical concepts that make sense in one context may become problematic in another. For example, a child's experience of whole number arithmetic successively affects subsequent understanding of fractions, negative numbers, algebra, and the introduction of definitions and proof. Tall's explanations for these developments are accessible to a general audience while encouraging specialists to relate their areas of expertise to the full range of mathematical thinking. The book offers a comprehensive framework for understanding mathematical growth, from practical beginnings through theoretical developments, to the continuing evolution of mathematical thinking at the highest level.
650 0 $a Mathematics $x Philosophy. $3 187658
650 0 $a Mathematics $x Psychological aspects. $3 340777
650 0 $a Mathematics $x Study and teaching. $3 189978
650 0 $a Thought and thinking. $3 186890
650 0 $a Knowledge, Theory of. $3 178850
650 0 $a Cognition. $3 180665
650 0 $a Cognition in children. $3 186738
830 0 $a Learning in doing: social, cognitive and computational perspectives. $3 769065
856 4 0 $u https://doi.org/10.1017/CBO9781139565202