By David Tall

ISBN-10: 0306472031

ISBN-13: 9780306472039

ISBN-10: 0792314565

ISBN-13: 9780792314561

ISBN-10: 0792328124

ISBN-13: 9780792328124

This booklet is the 1st significant learn of complicated mathematical considering as played through mathematicians and taught to scholars in senior highschool and college. Its 3 major elements concentrate on the nature of complex mathematical pondering, the speculation of its cognitive improvement, and reports of cognitive examine. subject matters coated contain the psychology of complex mathematical considering, the techniques concerned, mathematical creativity, facts, the function of definitions, symbols, and reflective abstraction. The studies of contemporary examine be aware of cognitive improvement and conceptual problems with the notions of capabilities, limits, infinity, research, evidence, and the use of the pc. they supply a large evaluation and an advent to present considering that is hugely applicable for the varsity professor in arithmetic or the overall arithmetic educator.

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**Additional resources for Advanced Mathematical Thinking (Mathematics Education Library)**

**Sample text**

We all carry with us a mental rag-bag of such beliefs, many of which we suppress, but do not eliminate, when faced with the logic of mathematics. Often the only trace of such an obstacle is through a sense of unease when there is a logical deduction that does not “feel right”. We view this as an instance of cognitive conflict between inconsistent portions of the individual’s concept image. 7 GENERALIZATION AND ABSTRACTION A common difficulty observed in students learning advanced mathematics is their complaint that the subject is “too abstract”.

When we look at the psychology of advanced mathematical thinking, it is no wonder that we each find it easier to use our own knowledge structure to formulate our own theories. THE PSYCHOLOGY OF ADVANCED MATHEMATICAL THINKING 21 As a mathematician entering mathematics education it is no surprise that the author fist attempted to use catastrophe theory to describe the discontinuities in learning (Tall, 1977). Likewise those who begin mathematics education with a background of Piagetian theory are likely to attempt to explain things in these terms, those with experience in computer studies are more likely to use computer analogies, mathematicians are likely to attempt to use mathematical constructs, and so on.

For some, yes; when they have done this, they will say: I understand. For the majority, no. Almost all are much more exacting they wish to know not merely whether all the syllogisms of a demonstrations are correct, but why they link together in this order rather than another. In so far as to them they seem engendered by caprice and not by an intelligence always conscious of the end to be attained, they do not believe that they understand. 431) Perhaps you think I use too many comparisons; yet pardon still another.

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