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数学知识的本质是什么?儿童是怎样获得概念的?如何理解学前儿童的数学教育?对这些人们颇为关注的问题,两种来自心理学界截然不同的“声音”给我们带来了完全不同的答案。一种是源自行为主义心理学的“联想理论”,这种理论认为数学是一组事实和技能,对学前儿童实
What is the nature of mathematical knowledge? How do children acquire concepts? How to understand mathematics education for preschool children? Two issues of considerable concern to these people are two completely different “voices” from the psychology community answer. One is the “associative theory” derived from behavioral psychology, a theory that holds that mathematics is a set of facts and skills that pre-school children have