000			nam a22 7a 4500
999			_c84944 _d84944
008			180806b xxu||||| |||| 00| 0 eng d
020			_a9781107668546
082	0	0	_a510.1 _bTal
100	1		_aTall, David
245	1	0	_aHow humans learn to think mathematically : _bexploring the three worlds of mathematics
260			_aNew York _bCambridge University Press _c2013
300			_axix, 457p. _c9x6 _bpb
440			_aLearning in doing : social, cognitive and computational perspectives
520			_aHow Humans Learn to Think Mathematically describes the development of mathematical thinking from the young child to the sophisticated adult. Professor David Tall reveals the reasons why mathematical concepts that make sense in one context may become problematic in another. For example, a child's experience of whole number arithmetic successively affects subsequent understanding of fractions, negative numbers, algebra, and the introduction of definitions and proof. Tall's explanations for these developments are accessible to a general audience while encouraging specialists to relate their areas of expertise to the full range of mathematical thinking. The book offers a comprehensive framework for understanding mathematical growth, from practical beginnings through theoretical developments, to the continuing evolution of mathematical thinking at the highest level.
650			_aMathematics- Philosophy
650			_aMathematics- Psychological aspects
650			_aMathematics- Study and teaching
650			_aThought and thinking
650			_aKnowledge, Theory of
650			_aCognition
650			_aCognition in children
942			_cBK