Konstruktywizm Jeana Piageta i koncepcja zmysłu liczby a edukacja matematyczna

• Authors: Szczygieł Monika

Title variants

EN

Jean Piaget’s constructivism and the number sense theory vs mathematics education

• Languages of publication: PL

Abstracts

PL

Twierdzenie Jeana Piageta, że rozwój poznawczy dziecka jest podstawą nabywania i rozwijania pojęcia liczby oraz umiejętności operowania liczbami, wywarło ogromny wpływ na sposób nauczania matematyki. Od czasu pojawienia się wyników badań wskazujących na istnienie biologicznych podstaw operowania liczbami koncepcja Piageta zaczęła być szeroko krytykowana przez przedstawicieli neuropsychologii poznawczej. Dowody na to, że istnieje wrodzone, niezależne od systemu językowego i edukacji podłoże powstawania i rozwoju reprezentacji liczbowej, wpłynęły na sposób tworzenia programów kształcenia i zaleceń metodycznych w Europie Zachodniej i Stanach Zjednoczonych. Pomimo że dyskusja na temat możliwości nabywania i rozwoju pojęcia liczby przez dzieci toczy się od wielu lat, nadal trudno mówić o jednoznacznych rozstrzygnięciach w tej kwestii. Celem tego artykułu jest krytyczna analiza obu stanowisk teoretycznych oraz formułowanych w ich ramach zaleceń dotyczących praktyki edukacyjnej.

EN

Piaget’s claim that the cognitive development of a child is the basis for acquiring and developing the concept of numbers as well as the ability to work with numbers, had a huge impact on the methods of teaching mathematics in Poland and the world. Since the appearance of research results indicating the existence of a biological basis for the ability to work with numbers, the Piaget’s theory has been widely criticized by representatives of cognitive neuropsychology. The evidence that there is an innate foundation for the formation and development of numerical representation, independent of language and education, has influenced the manner of constructing educational curricula and methodological recommendations in Western Europe and the United States. Although the discussion on the possibility of children acquiring and developing number sense has been ongoing for many years, it is still difficult to point to a conclusive resolution of this issue. The aim of this paper is to present a critical analysis of the two theoretical concepts and recommendations for educational practice, formulated within their frameworks.

Keywords

PL

psychologia edukacji; edukacja matematyczna; pojęcie liczby; koncepcja Piageta; koncepcja zmysłu liczby

EN

educational psychology; mathematics education; concept of numbers; Piaget’s theory; number sense theory

• Publisher: Instytut Badań Edukacyjnych
• Journal: Edukacja
• Year: 2017
• Issue: 1(2017)
• Pages: 7–26

Dates

published

2017-03-31

Contributors

author

Szczygieł Monika

• Instytut Psychologii, Uniwersytet Jagielloński

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Notes

http://www.edukacja.ibe.edu.pl/images/numery/2017/1-1-szczygiel-konstruktywizm-jeana-piageta.pdf

Identifiers

DOI

10.24131/3724.170101