Titlebook: Epistemological Foundations of Mathematical Experience; Leslie P. Steffe Book 1991 Springer-Verlag New York Inc. 1991 Lernen.Mathematica.M

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畢業(yè)典禮

Introduction to Analytic Curves,th & Piaget, p. 205). Indeed, it was for him the mechanism by which all logicomathematical structures are constructed (Piaget, 1971, p. 342), and he felt that “it alone supports and animates the immense edifice of logicomathematical construction” (Piaget, 1980a, p. 92).

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The Learning Paradox: A Plausible Counterexample,again, that learning is a matter of inductive inference, that is, a process of hypothesis formation. and confirmation” (p. 148). Given his view of learning, Fodor states the learning paradox in the following way.

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A Pre-Logical Model of Rationality,onality is correspondingly equated with the teaching of valid logical rules. I wish to argue that logic cannot be a valid explication of rationality and that teaching logical rules cannot effectively nurture rationality

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,The Concept of Exponential Functions: A Student’s Perspective, and are typically the mathematical “tool of choice” for exploring “bigness” and “smallness,” bringing these concepts into the range of human comprehension. They provide a dramatic contrast to linear functions in that the change they model is based on repeated multiplication instead of repeated addition; thus their rate of growth can be shocking.

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