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Library | Materyal Türü | Barkod | Yer Numarası | Durum |
|---|---|---|---|---|
Searching... Pamukkale Merkez Kütüphanesi | Kitap | 0061563 | BF723.N8P53 1965 | Searching... Unknown |
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Professor Piaget discusses a set of investigations he and a team of co-workers carried out on the genesis of the notion of number in the child's mind. By asking questions freely, they were able to gather valuable statements from children about the actions they were asked to perform with experimental objects. Beginning with the hypothesis that the construction of number goes hand-in-hand with the development of logic, the research team set out to diagnose developing number-relevant capabilities more basic than those involved in counting and routine primary-school number work. The aim was to study the essential properties of the number system and the underlying assumptions which adults make about the behavior of numbers. The first experiments dealt with the child's ability to grasp the ideas of conservation of quantity and conservation of number. These led to investigations on the ability to coordinate corresponding sets and a study of the cardinal and ordinal aspects of numbers and their interrelationships. The final experiments dealt with the child's growing awareness of basic additive and multiplicative properties of numbers. Piaget sees classes, relations, and numbers as cognitive domains which develop in an intertwined, mutually dependent way. From these experiments, he concludes that "number is organized, stage after stage, in close connection with the gradual elaboration of systems of inclusions (hierarchy of logical classes) and systems of asymmetrical relations (qualitative seriations), the sequence of numbers thus resulting from an operational synthesis of classification and seriation."
Author Notes
Jean Piaget, 1896-1980 Jean Piaget, a Swiss psychologist, whose original training was in the natural sciences, spent much of his career studying the psychological development of children, largely at the Institut J.J. Rousseau at the University of Geneva, but also at home, with his own children as subjects. The impact of this research on child psychology has been enormous, and Piaget is the starting point for those seeking to learn how children view numbers, how they think of cause-and-effect relationships, or how they make moral judgments.
Piaget found that cognitive development from infancy to adolescence invariably proceeds in four major stages from infancy to adolescence: sensory-motor, preoperational, concrete operational, and formal operational. Each of these stages is marked by the development of cognitive structures, making possible the solution of problems that were impossible earlier and laying the foundation for the cognitive advances of the next stage. He showed that rational adult thinking is the culmination of an extensive process that begins with elementary sensory experiences and unfolds gradually until the individual is capable of dealing with imagined concepts, that is, abstract thought. By learning how children comprehend the world and how their intellectual processes mature, Piaget contributed much to the theory of knowledge as an active process in which the mind transforms reality. Put simply, Piaget described children from a perspective that no one had seen before.
(Bowker Author Biography)