Psychological effects and epistemological education through mathematics "abstraction" and "construction"
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Aurel Pera: University of Craiova, Romania
Social Sciences and Education Research Review, 2015, vol. 2, issue 2, pages 59-71
This study is part of a broader research which will be found in future work, Psychology and epistemology of mathematical creation, complementary work of experimental research psychology mathematics, whose investigative approach, promoting the combination type cross section paradigms and quantitative methods and qualitative and comparative method and the analytic-synthetic, based on the following idea: to make learning as efficient, contents and methods must be appropriate to the individual particularities of the pupils, a measure of the balance between converging and diverging dosing tasks as a promising opening to the transition from education proficiency in math performance. At this juncture, mathematical existence as ontological approach against the background of a history of "abstraction" mathematical and theoretical observations on the abstraction, realization and other mathematical thought processes, explanatory approach fulfills the context in which s mathematics constituted an important factor in psychological and methodological perspective, in a context of maximizing the educational effectiveness that depends on the quality of the methods used in teaching, focused on knowledge of the general principles of psycho-didactics not only mathematical and mental organization individual student or knowledge of the factors that make possible psycho-educational learning process.
Keywords: mathematical existence; ontological; mathematical abstraction and building; analytical insight; cognitive map; abstract entities (search for similar items in EconPapers)
JEL-codes: C00 H10 O10 (search for similar items in EconPapers)
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Persistent link: http://EconPapers.repec.org/RePEc:edt:jsserr:v:2:y:2015:i:2:p:59-71
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