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Piaget's Theory of the Development of Logico-Mathematical Thought Essay Example

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Piaget's Theory of the Development of Logico-Mathematical Thought

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Piaget's Theory of the Development of Logico-Mathematical Thought. Fundamental support for Piaget's theory is also expressed in the sequencing of Montessori teaching, particularly in how the four basic mathematical operations are taught in Montessori schools. Support for Piaget's theory is also expressed in the Montessori emphasis for exploration so children can learn at their pace. The Montessori emphasis on experiential knowledge highlights a very important application of Piaget's theory. In Piaget's view, the knowledge that comes from experience is "irreversible" as "…'everything experiential' is irreversible" (Calloway 215 citing the works of Jean Piaget and Piaget and Inhelder). This means that knowledge acquired through experience becomes deeply internalized by the learner and forgetting the acquired knowledge becomes difficult or very unlikely.

Meanwhile, following Piaget and Montessori principles, Pound emphasized that effective teaching of mathematics among young children requires that the teaching be done in a playful manner, in a way that the teacher has enthusiasm and in a way that the learning, teaching, or knowledge is connected with the everyday experiences of children (105). Pound stressed that if the mathematics teacher is bored, then his or her students will also be bored. At the same time, however, Pound emphasized that rich learning experience should not be equated to mere games, songs, and rhymes because they are not replacements for real life experience (106). In other words, Pound emphasized the need to connect the teaching of mathematics with real life experiences and to introduce students to new real life and problem-solving experiences as part of an approach in teaching mathematics in the Montessori way. In effect, Pound's remark echoed what Maria Montessori recommended on page 255 of her book, The Absorbent Mind. On the page, Maria Montessori pointed out that the task of an educator is to "teach the teacher where he or she intervened needlessly". Piaget's Theory of the Development of Logico-Mathematical Thought.

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Work Cited

Callaway, Webster. Jean Piaget: A Most Outrageous Deception. New York: Nova Science Publishers, 2001.

Haylock, Derek and Anne Cockburn. Understanding mathematics in the lower primary years: A guide for teachers of children 3-8. London: Paul Chapman Publishing (A Sage Publications Company), 2003.

Inhelder, Barbel, and Jean Piaget. The Early Growth of Logic in the Child. New York: Harper & Row, 1964.

Kamii, Constance, Piagets Theory and the Teaching of Arithmetic. Prospects 26.1 (March 1996), 99-111.

Kamii, Constance. Young Children Reinvent Arithmetic. 2nd ed. New York: Teachers College Press, 2000.

Kamii, Constance. "Teachers Need More Knowledge of How Children Learn Mathematics". Virginia, USA: National Council of Teachers of Mathematics, 2009. 23 December 2009 from <http://www.nctm.org/resources/content.aspx?id=1760>.

Montessori Foundation. "Montessori and the Study of Mathematics". The Montessori Foundation, 2007. 23 December 2009 from <http://www.montessori.org/story.php?id=221>.

Montessori, Maria. "The New Teacher". Chapter 17. The Absorbent Mind. Adyar, Madras, India: Theosophical Publishing House, 1949.

Piaget, Jean. Biology and Knowledge. Chicago: University of Chicago Press, 1971.

Piaget, Jean. The Psychology of Intelligence. Trans. Malcolm Piercy and D.E. Berlyne. London and New York: Routledge Classics, 2003. Trans. of La Psychologie de lintelligence. 1947.

Piaget, Jean, and Alina Szeminska. The Childs Conception of Number. New York: W. W. Norton & Co., 1965.

Pound, Linda. Thinking and learning about mathematics in the early years. New York: Routledge, 2008.

Seldin, Tim. Montessori 101: Some Basic Information that Every Montessori Parent Should Know. International Montessori Council: The Montessori Foundation, 2006.

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