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^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Eekue7o4jz","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ17Ӻ","startOffset":0,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ18Ӻ","endOffset":187°Ӻ,"quote":"If both educational scientists and mathematics teachers want to profit from this shift in the psychological paradigm, they must come to regard the learner as a relatively autonomous entity, an intelligent entity that is first and foremost concerned with making sense (i. e. some kind of order) in its own experiential world. This conviction forms the hard core of a new research program in truly cognitive psychology as well as the basis of a teaching methodology that is significantly different from the traditional one. In the traditional view, the child was a relatively malleable entity that could be shaped by good examples, by practice and drill, and above all by the judicious allocation of reinforcement. The really effective teachers, of course, have always known – at least since Socrates – that examples, drill, and overt reinforcement are quite effective in producing a desired behavior; but precisely because they were good teachers they also knew that generating understanding was a worthier educational objective than merely modifying behavior. To generate understanding is also a much more difficult objective to attain. To some extent, however, this greater difficulty is compensated by the fact that understanding is self-reinforcing because, from the children’s point of view, it leads to making sense of their experiential world. \nIn adopting the new, cognitive paradigm, then, it becomes imperative that both teachers and researchers acquire some theoretical notions of how this “making sense” can be conceptualized.","highlights":Ӷ^"jQuery3210446846850196055742":^°°,^"jQuery3210446846850196055742":^°°,^"jQuery3210446846850196055742":^°°Ӻ,"text":"","order":"mw-content-text","category":"Argumentation2","data_creacio":1560273053294°
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