This book demonstrates how rigorous mathematical thinking can be
fostered through the development of students' cognitive tools and
operations. This approach seems to be particularly effective with
socially disadvantaged and culturally different students. The
authors argue that children's cognitive functions cannot be viewed
as following a natural maturational path: they should be actively
constructed during the educational process. The Rigorous
Mathematical Thinking (RMT) model is based on two major theoretical
approaches - Vygotsky's theory of psychological tools and
Feuerstein's concept of mediated learning experience. The book
starts with general cognitive tools that are essential for all
types of problem solving and then moves to mathematically specific
cognitive tools and methods for utilizing these tools for
mathematical conceptual formation. The application of the RMT model
in various urban classrooms demonstrates how mathematics education
standards can be reached even by the students with a history of
educational failure who were considered hopeless underachievers.
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