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Why do some children seem to learn mathematics easily and others
slave away at it, learning it only with great effort and apparent
pain? Why are some people good at algebra but terrible at geometry?
How can people who successfully run a business as adults have been
failures at math in school? How come some professional
mathematicians suffer terribly when trying to balance a checkbook?
And why do school children in the United States perform so dismally
in international comparisons? These are the kinds of real questions
the editors set out to answer, or at least address, in editing this
book on mathematical thinking. Their goal was to seek a diversity
of contributors representing multiple viewpoints whose expertise
might converge on the answers to these and other pressing and
interesting questions regarding this subject.
The chapter authors were asked to focus on their own approach to
mathematical thinking, but also to address a common core of issues
such as the nature of mathematical thinking, how it is similar to
and different from other kinds of thinking, what makes some people
or some groups better than others in this subject area, and how
mathematical thinking can be assessed and taught. Their work is
directed to a diverse audience -- psychologists interested in the
nature of mathematical thinking and abilities, computer scientists
who want to simulate mathematical thinking, educators involved in
teaching and testing mathematical thinking, philosophers who need
to understand the qualitative aspects of logical thinking,
anthropologists and others interested in how and why mathematical
thinking seems to differ in quality across cultures, and laypeople
and others who have to think mathematically and want to understand
how they are going to accomplish that feat.
Why do some children seem to learn mathematics easily and others
slave away at it, learning it only with great effort and apparent
pain? Why are some people good at algebra but terrible at geometry?
How can people who successfully run a business as adults have been
failures at math in school? How come some professional
mathematicians suffer terribly when trying to balance a checkbook?
And why do school children in the United States perform so dismally
in international comparisons? These are the kinds of real questions
the editors set out to answer, or at least address, in editing this
book on mathematical thinking. Their goal was to seek a diversity
of contributors representing multiple viewpoints whose expertise
might converge on the answers to these and other pressing and
interesting questions regarding this subject.
The chapter authors were asked to focus on their own approach to
mathematical thinking, but also to address a common core of issues
such as the nature of mathematical thinking, how it is similar to
and different from other kinds of thinking, what makes some people
or some groups better than others in this subject area, and how
mathematical thinking can be assessed and taught. Their work is
directed to a diverse audience -- psychologists interested in the
nature of mathematical thinking and abilities, computer scientists
who want to simulate mathematical thinking, educators involved in
teaching and testing mathematical thinking, philosophers who need
to understand the qualitative aspects of logical thinking,
anthropologists and others interested in how and why mathematical
thinking seems to differ in quality across cultures, and laypeople
and others who have to think mathematically and want to understand
how they are going to accomplish that feat.
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