ERIC Number: ED107499
Record Type: Non-Journal
Publication Date: 1975-Feb
Reference Count: N/A
A Study of Concrete and Formal Operations in School Mathematics: A Piagetian Viewpoint.
Collis, K. F.
This book examines the Piagetian periods of concrete operations and formal operations from both educational and psychological points of view. The twin purposes are to interpret these levels and the transition between them in terms of implications for mathematics curriculum and teaching, and to derive psychological implications from experiences in the mathematics classroom. The author begins by detailing each of these problems. He then describes seven experiments using mathematical stimuli. These experiments involve and inequality relationships, work within elementary mathematical systems, combinations of operations, the relationship between memory span and performance of elementary operation, development of equivalence relations, and preference for logical consistency in mathematics material. In conclusion, the author summarizes the relationships between his findings across these experiments and the Piagetian model. He raises some methodological issues and suggests avenues of further research. (SD)
Descriptors: Cognitive Development, Conservation (Concept), Curriculum, Elementary School Mathematics, Elementary Secondary Education, Learning, Learning Theories, Logical Thinking, Mathematics Education, Research, Teacher Effectiveness
Lawrence Verry, Inc., River Road Mystic, Connecticut 06355 ($10.00)
Publication Type: Books
Education Level: N/A
Authoring Institution: Australian Council for Educational Research, Hawthorn.