Description
This book demonstrates how rigorous mathematical thinking can be fostered through the development of students' cognitive tools and operations. This approach seems to be particularly effective with socially disadvantaged and culturally different students. The authors argue that children's cognitive functions cannot be viewed as following a natural maturational path: they should be actively constructed during the educational process. The Rigorous Mathematical Thinking (RMT) model is based on two major theoretical approaches - Vygotsky's theory of psychological tools and Feuerstein's concept of mediated learning experience. The book starts with general cognitive tools that are essential for all types of problem solving and then moves to mathematically specific cognitive tools and methods for utilizing these tools for mathematical conceptual formation. The application of the RMT model in various urban classrooms demonstrates how mathematics education standards can be reached even by the students with a history of educational failure who were considered hopeless underachievers.
The first book to present mathematics teaching from Vygotsky's socio-cultural theory of learning perspective.
About the Author
James T. Kinard Sr. earned his Ph.D. in electroanalytical chemistry from Howard University and is President of Innovations for Cognitive Literacy, Inc., Chicago, Illinois. He developed and implemented the Rigorous Mathematical Thinking program and is a certified trainer of the Feuerstein cognitive development program, Instrumental Enrichment. He lectures at the international cognitive enrichment workshops in the United States, Canada, the UK, France, The Netherlands, and India. Alex Kozulin is Research Director of The International Center for the Enhancement of Learning Potential in Jerusalem, Israel, and teaches at Tel Aviv University and Hebrew University. He held academic appointment at Boston University, was Visiting Professor at the University of Exeter and at the University of Witwatersrand, and was Visiting Scholar at Harvard University.
Reviews
'... The book raises some interesting ideas and should give rise to some productive reflections.' American Journal of Psychology
Book Information
ISBN 9780521700269
Author James T. Kinard
Format Paperback
Page Count 216
Imprint Cambridge University Press
Publisher Cambridge University Press
Weight(grams) 360g
Dimensions(mm) 228mm * 152mm * 14mm
The first book to present mathematics teaching from Vygotsky's socio-cultural theory of learning perspective.
About the Author
James T. Kinard Sr. earned his Ph.D. in electroanalytical chemistry from Howard University and is President of Innovations for Cognitive Literacy, Inc., Chicago, Illinois. He developed and implemented the Rigorous Mathematical Thinking program and is a certified trainer of the Feuerstein cognitive development program, Instrumental Enrichment. He lectures at the international cognitive enrichment workshops in the United States, Canada, the UK, France, The Netherlands, and India. Alex Kozulin is Research Director of The International Center for the Enhancement of Learning Potential in Jerusalem, Israel, and teaches at Tel Aviv University and Hebrew University. He held academic appointment at Boston University, was Visiting Professor at the University of Exeter and at the University of Witwatersrand, and was Visiting Scholar at Harvard University.
Reviews
'... The book raises some interesting ideas and should give rise to some productive reflections.' American Journal of Psychology
Book Information
ISBN 9780521700269
Author James T. Kinard
Format Paperback
Page Count 216
Imprint Cambridge University Press
Publisher Cambridge University Press
Weight(grams) 360g
Dimensions(mm) 228mm * 152mm * 14mm
