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Logical Intuition, or mathematical intuition or rational intuition, is a series of instinctive foresight, know-how, and savviness often associated with the ability to perceive logical or mathematical truth—and the ability to solve mathematical challenges efficiently. [1]
The fundamental distinguishing characteristic of intuitionism is its interpretation of what it means for a mathematical statement to be true. In Brouwer's original intuitionism, the truth of a mathematical statement is a subjective claim: a mathematical statement corresponds to a mental construction, and a mathematician can assert the truth of a statement only by verifying the validity of that ...
Improving mathematical intuition by abandoning naive assumptions and developing a more critical attitude; Finally, mathematical maturity has also been defined as an ability to do the following: [5] Make and use connections with other problems and other disciplines; Fill in missing details; Spot, correct and learn from mistakes
Intuitionistic logic is a commonly-used tool in developing approaches to constructivism in mathematics. The use of constructivist logics in general has been a controversial topic among mathematicians and philosophers (see, for example, the Brouwer–Hilbert controversy). A common objection to their use is the above-cited lack of two central ...
The Principles and Standards for School Mathematics was developed by the NCTM. The NCTM's stated intent was to improve mathematics education. The contents were based on surveys of existing curriculum materials, curricula and policies from many countries, educational research publications, and government agencies such as the U.S. National Science Foundation. [3]
Foundations of mathematics are the logical and mathematical framework that allows the development of mathematics without generating self-contradictory theories, and, in particular, to have reliable concepts of theorems, proofs, algorithms, etc. This may also include the philosophical study of the relation of this framework with reality. [1]
The 74 shares insights from math education experts about the societal tendency to classify kids as "bad" or "good" at the subject instead of normalizing accommodations and tutoring.
Typically developing students profit from the general education mathematics program, which relies, at least in part, on a constructivist, inductive instructional style. Students who accrue serious mathematics deficits, however, fail to profit from those programs in a way that produces understanding of the structure, meaning, and operational ...