Abstract
We have had the opportunity of giving experimental lessons at primary level (6–12 years old) and of working first of all with problem children and afterwards with normal children. In each case, we used a system of representation of reality which was simultaneously non-verbal, inspired by techniques used in mathematical logic, and based on an explicit convention established between the teacher and his pupils. We did not always use the same system of representation, but those we did use had to act as support to the children’s thought.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
Similar content being viewed by others
References
Bruner J.S., 1966, On cognitive growth, in “Studies in Cognitive growth”, Bruner J.S., Greenfield P.M. & Olver R.R. ed. New York, John Wiley, 1–67.
Cohors-Fresenborg E., 1978, Learning problem solving by developing automata networks, in “Proceedings of the first Mons Conference on Language and Language Acquisition, Mons 1977”, Revue de Phonétique Appliquée, 46/47, 93–99.
Kleene S.C., 1952, Introduction to Metamathematics, Amsterdam, North Holland.
Lowenthal F., 1972, Enseignement de la mathématique à deux groupes d’enfants caractériels (in: Actes GIRP I), Nico, 10, 69–86.
Lowenthal F., 1977, Jeux, automates finis et logique de l’apprentissage, Revue belge de Psychologie et de Pédagogie, Tome 39, 159–160.
Lowenthal F., 1977, Jeux, automates finis et logique de l’apprentissage, Revue belge de Psychologie et de Pédagogie, Tome 39, 57–64.
Lowenthal F., 1978, Logic of natural language and games at primary school, in “Proceedings of the first Mons Conference on Language and Language Acquisition, Mons 1977”, Revue de Phonétique Appliquée, 46/47, 133–140.
Lowenthal F. , 1980, Language learning and logic, in: Cognitive development research in Science and Mathematics, Archenhold W.F., Driver R.H., Orton A. & Wood-Robinson C. ed., Leeds, University of Leeds, 121–128
Lowenthal F., & Severs R., 1979, Langage, jeu et activité mathématique — un essai à l’ école primaire. Educational Studies in Mathematics, 10, 245–262.
Lowenthal F. & Marcq j., 1980, Dynamical mazes used to favour communication among 7–8 year olds in “Proceedings of the fourth International Conference for the Psychology of Mathematics Education”, Karplus R. ed., Berkeley, Berkeley University, 370–376.
Papy G., 1963, Mathématique Moderne I, Bruxelles, Didier.
Servais W., Clersy C. & Biefnot M., 1969, Mathématique 1 — classe de sixième, Bruxelles, Labor.
Sinclair-Dezwart H., in print, Language and Mathematics — in Acquisition, in Proceedings of the Fourth International Conference on Mathematical Education, Berkeley, 1980, Personal communication.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 1982 Plenum Press, New York
About this chapter
Cite this chapter
Lowenthal, F. (1982). Example of Auxiliary Formalisms Used to Help The Development of Children’s Logical Thinking. In: Lowenthal, F., Vandamme, F., Cordier, J. (eds) Language and Language Acquisition. Springer, Boston, MA. https://doi.org/10.1007/978-1-4684-9099-2_17
Download citation
DOI: https://doi.org/10.1007/978-1-4684-9099-2_17
Publisher Name: Springer, Boston, MA
Print ISBN: 978-1-4684-9101-2
Online ISBN: 978-1-4684-9099-2
eBook Packages: Springer Book Archive