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^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Uvkospj4ha","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ1Ӻ","startOffset":569,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ1Ӻ","endOffset":946°Ӻ,"quote":"If you consider that in the context of the Darwinian theory of evolution, “to be adapted” means to survive by avoiding constraints, it becomes clear that, for Piaget, “to know” does not involve acquiring a picture of the world around us. Instead, it concerns the discovery of paths of action and of thought that are open to us, paths that are viable in the face of experience.","highlights":Ӷ^"jQuery321096356891943976622":^°°,^"jQuery321096356891943976622":^°°Ӻ,"text":"If you consider that in the context of the Darwinian theory of evolution, “to be adapted” means to survive by avoiding constraints, it becomes clear that, for Piaget, “to know” does not involve acquiring a picture of the world around us. Instead, it concerns the discovery of paths of action and of thought that are open to us, paths that are viable in the face of experience.","order":"mw-content-text","category":"Schlussfolgerung3","data_creacio":1575649013530°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Vnpn68pmsh","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ8Ӻ","startOffset":14,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ8Ӻ","endOffset":1381°Ӻ,"quote":"If we really are scientists, we will run all sorts of experiments in order to construct a theoretical model that shows how the element “c” effects the change. If we are successful, we will proudly add “c” to the tools we use in attempts to modify the world. \nIn everyday living, we are not so meticulous. If we find that some element was present two or three times when a given X changed in a desirable way, we are likely to assume that it is the cause, and we will use that element in the hope that it will bring about the desired change. \nEven if it doesn’t, it may take a number of failures to discourage us. If someone provides a metaphysical reason why it should work, failures do not seem to matter at all. \nI am not sure, but I think it was the literary critic Cyril Connolly who made a startling observation in this regard. Insurance companies, he said, have the most sophisticated questionnaires to assess the risks involved in issuing a life insurance policy to an applicant. The questionnaires are based on meticulous research of mortality statistics. Connolly was struck by the fact that the questionnaires never ask the question “Do you pray?” And he wondered why people continued to pray for survival in all sorts of crisis, when the greatest experts of mortality clearly had found no evidence that it had an effect. \n\nAll this involves anticipation.","highlights":Ӷ^"jQuery321016047641881360622":^°°,^"jQuery321016047641881360622":^°°,^"jQuery321016047641881360622":^°°Ӻ,"text":"","order":"mw-content-text","category":"Prämisse3","data_creacio":1575889369995°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"C9r1i7ipo5","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ4Ӻ","startOffset":348,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ4Ӻ","endOffset":770°Ӻ,"quote":"This is an important difference, and it has to be remembered when one speaks of “shared meanings.” The conceptual structures that constitute meanings or knowledge are not entities that could be used alternatively by different individuals. They are constructs that each user has to build up for him- or herself. And because they are individual constructs, one can never say whether or not two people have produced the same.","highlights":Ӷ^"jQuery3210434043887701232032":^°°Ӻ,"text":"","order":"mw-content-text","category":"Prämisse3","data_creacio":1563883332428°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"D5l3rmx70s","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ3Ӻ","startOffset":1366,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ3Ӻ","endOffset":1516°Ӻ,"quote":"Hence, when we intend to stimulate and enhance a student’s learning, we cannot afford to forget that knowledge does not exist outside a person’s mind.","highlights":Ӷ^"jQuery3210434043887701232032":^°°Ӻ,"text":"Hence, when we intend to stimulate and enhance a student’s learning, we cannot afford to forget that knowledge does not exist outside a person’s mind.","category":"Schlussfolgerung3","data_creacio":1563883164876°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Decgnreoeu","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ1Ӻ","startOffset":14,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ1Ӻ","endOffset":964°Ӻ,"quote":"The concept of adaptation stems from biology and it indicates a particular relationship between living organisms or species and their environment. To say that they are adapted means no less but also no more than that they have been able to survive given the conditions and the constraints of the world in which they happen to be living.\nIn other words, they have managed to evolve a fit or, as I prefer to say, their physical characteristics and their ways of behaving have so far proven viable in their environment. \n\nPiaget took the notion of adaptation out of the biological context and turned it into the cornerstone of his “genetic epistemology.” He had realized early on that whatever knowledge was, it was not a “copy” of reality. The relationship of viable biological organisms to their environment provided a means to reformulate the relationship between the cognitive subject’s conceptual structures and that subject’s experiential world.","highlights":Ӷ^"jQuery3210434043887701232032":^°°,^"jQuery3210434043887701232032":^°°,^"jQuery3210434043887701232032":^°°Ӻ,"text":"","order":"mw-content-text","category":"Prämisse3","data_creacio":1563877013334°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Eitjn1doih","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ1Ӻ","startOffset":964,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ1Ӻ","endOffset":1209°Ӻ,"quote":"Knowledge, then, could be treated, not as a more or less accurate representation of external things, situations, and events, but rather as a mapping of actions and conceptual operations that had proven viable in the knowing subject’s experience.","highlights":Ӷ^"jQuery3210434043887701232032":^°°Ӻ,"text":"Knowledge, then, could be treated, not as a more or less accurate representation of external things, situations, and events, but rather as a mapping of actions and conceptual operations that had proven viable in the knowing subject’s experience.","category":"Schlussfolgerung3","data_creacio":1563876991950°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Gkvf0wh3s1","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ2Ӻ","startOffset":14,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ2Ӻ","endOffset":889°Ӻ,"quote":"The use Piaget makes of the notion of adaptation is therefore not the same as that suggested by the contemporary school of thought that goes by the name of “Evolutionary Epistemology.” Unlike this school that formed around the work of Konrad Lorenz, in Piaget’s constructivist theory one cannot draw conclusions about the character of the real world from an organism’s adaptedness or the viability of schemes of action. In his view, what we see, hear, and feel, i.e. our sensory world, is the result of our own perceptual activities and therefore specific to our ways of perceiving and conceiving. Knowledge, for him, arises from actions and the agent’s reflection upon them. The actions take place in an environment and are grounded on and directed at objects that constitute the organism’s experiential world, not “things in themselves” that have an independent existence.","highlights":Ӷ^"jQuery3210434043887701232032":^°°Ӻ,"text":"","order":"mw-content-text","category":"Prämisse3","data_creacio":1563883102572°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Icz56bfc0w","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ5Ӻ","startOffset":14,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ5Ӻ","endOffset":1042°Ӻ,"quote":"As I have said many times, the need to adjust what one considers the “correct” meanings of the words one uses does not end with childhood. It happens over and over again that we discover, after many years of successfully using a given word, that we use it in a situation where the meaning we have attributed to it does not seem compatible with the meaning it appears to have for other users of the language. A dictionary will in many cases resolve the problem — and, in doing so, confirm the illusion that meanings are, after all, fixed entities that do not depend on individual usage. But a moment’s thought on how anyone acquires the meaning of a word would indeed reveal that this is an illusion. The dictionary presents definitions and examples that invariably consist of other words which give rise to meanings only in so far as the reader interprets them. Such interpretation can be done only in terms of the chunks of perceptual and conceptual experience the individual reader has associated with the dictionary’s words.","highlights":Ӷ^"jQuery3210434043887701232032":^°°Ӻ,"text":"","order":"mw-content-text","category":"Prämisse3","data_creacio":1563883372931°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Km2wat9pdg","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ4Ӻ","startOffset":771,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ4Ӻ","endOffset":909°Ӻ,"quote":"At best one may observe that in a given number of situations their constructs seem to function in the same way, i.e. they seem compatible.","highlights":Ӷ^"jQuery3210434043887701232032":^°°Ӻ,"text":"At best one may observe that in a given number of situations their constructs seem to function in the same way, i.e. they seem compatible.","order":"mw-content-text","category":"Schlussfolgerung3","data_creacio":1563883322095°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"M3oefrropl","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ4Ӻ","startOffset":200,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ4Ӻ","endOffset":347°Ӻ,"quote":"If two people share a room, there is one room and both live in it. If they share a bowl of cherries, none of the cherries is eaten by both persons.","highlights":Ӷ^"jQuery3210434043887701232032":^°°Ӻ,"text":"If two people share a room, there is one room and both live in it. If they share a bowl of cherries, none of the cherries is eaten by both persons.","order":"mw-content-text","category":"Beispiel3","data_creacio":1563883251277°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"N6hbjgfncj","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ4Ӻ","startOffset":14,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ4Ӻ","endOffset":200°Ӻ,"quote":"This issue has recently been somewhat confused by talk of “shared knowledge” and “shared meanings.” Such talk is often misleading because there are strikingly different ways of sharing.","highlights":Ӷ^"jQuery3210434043887701232032":^°°Ӻ,"text":"","order":"mw-content-text","category":"Prämisse3","data_creacio":1563883259923°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Revr82oshc","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ5Ӻ","startOffset":1042,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ5Ӻ","endOffset":1352°Ӻ,"quote":"Hence, no matter how one looks at it, an analysis of meanings always leads to individual experience and the social process of accommodating the links between words and chunks of that experience until the individual deems they are compatible with the usage and the linguistic and behavioral responses of others.","highlights":Ӷ^"jQuery3210434043887701232032":^°°Ӻ,"text":"Hence, no matter how one looks at it, an analysis of meanings always leads to individual experience and the social process of accommodating the links between words and chunks of that experience until the individual deems they are compatible with the usage and the linguistic and behavioral responses of others.","order":"mw-content-text","category":"Schlussfolgerung3","data_creacio":1563883354194°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"S4oedfosh5","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ3Ӻ","startOffset":14,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ3Ӻ","endOffset":1365°Ӻ,"quote":"From this point of view, the notion of environment is obviously not the ordinary one. In the common sense description of our world, the environment is what surrounds all of us and we think of it as existing as such, whether we happen to be in it or not. In the constructivist model, “environment” has two quite distinct meanings. On the one hand, when we speak of ourselves, it refers to the totality of permanent objects and their relations that we have abstracted from the flow of our experience. On the other, whenever we focus our attention on a particular item, “environment” refers to the surroundings of the item we have isolated, and we tend to forget that both the item and its surroundings are parts of our own experiential field and not an observer independent “objective” world. \nThis, I believe, is a crucial aspect to consider if we want to approach teaching and education from the constructivist position. Too often teaching strategies and procedures seem to spring from the naive assumption that what we ourselves perceive and infer from our perceptions is there, ready-made, for the students to pick up, if only they had the will to do so. This overlooks the basic point that the way we segment the flow of our experience, and the way we relate the pieces we have isolated, is and necessarily remains an essentially subjective matter.","highlights":Ӷ^"jQuery3210434043887701232032":^°°Ӻ,"text":"","order":"mw-content-text","category":"Prämisse3","data_creacio":1563883208838°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Zcoxc69a3l","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ2Ӻ","startOffset":889,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ2Ӻ","endOffset":1125°Ӻ,"quote":"Hence, when Piaget speaks of interaction, this does not imply an organism that interacts with objects as they “really” are, but rather a cognitive subject that is dealing with previously constructed perceptual and conceptual structures.","highlights":Ӷ^"jQuery3210434043887701232032":^°°Ӻ,"text":"Hence, when Piaget speaks of interaction, this does not imply an organism that interacts with objects as they “really” are, but rather a cognitive subject that is dealing with previously constructed perceptual and conceptual structures.","order":"mw-content-text","category":"Schlussfolgerung3","data_creacio":1563883056095°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Frhb3rw86n","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ7Ӻ","startOffset":1189,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ7Ӻ","endOffset":1780°Ӻ,"quote":"That is to say, no matter how hard investigators try to adapt their analyses to the “foreign” ways of children, the model they build up will always be a model constructed out of concepts that are necessarily the investigators’. Because children’s ways of thinking are never directly accessible, the investigators’ model can never be compared to a child’s thought in order to determine whether there is or is not a perfect match. The most one can hope for is that the model fits whatever observations one has made and, more importantly, that it remains viable in the face of new observations.","highlights":Ӷ^"jQuery3210092476566737965452":^°°Ӻ,"text":"That is to say, no matter how hard investigators try to adapt their analyses to the “foreign” ways of children, the model they build up will always be a model constructed out of concepts that are necessarily the investigators’. Because children’s ways of thinking are never directly accessible, the investigators’ model can never be compared to a child’s thought in order to determine whether there is or is not a perfect match. The most one can hope for is that the model fits whatever observations one has made and, more importantly, that it remains viable in the face of new observations.","order":"mw-content-text","category":"Schlussfolgerung3","data_creacio":1563884840369°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Gafk6bxja9","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ1Ӻ","startOffset":14,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ1Ӻ","endOffset":1307°Ӻ,"quote":"Traditionally, there has been a certain amount of detachment between teachers of mathematics and cognitively oriented educational scientists who endeavored to develop theories about the learning of mathematics. At present, however, there are signs of a rapprochement, at least on the part of some of the scientists, who have come to realize that their theories must ultimately be evaluated according to how much they can contribute to the improvement of educational practice. Healthy though this realization is, it at once raises problems of its own. At the outset there is the research scientists’ inherent fear of getting bogged down in so many practical considerations that it will no longer be possible to come up with a theory that may satisfy their minimum requirements of generality and elegance. Then, when scientists do come up with a tentative theory, there is the difficulty of applying it in such a way that its practical usefulness is demonstrated. This would require either scientists’ direct involvement in teaching or \tthe professional teachers’ willingness and freedom to become familiar with the theory and to incorporate it into actual teaching practice for a certain length of time. In both cases, it will help if scientists and teachers can establish a consensual domain.","highlights":Ӷ^"jQuery3210092476566737965452":^°°Ӻ,"text":"","order":"mw-content-text","category":"Prämisse3","data_creacio":1563884552112°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Gdvkufdrum","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ6Ӻ","startOffset":14,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ6Ӻ","endOffset":324°Ӻ,"quote":"Teachers may be predominantly interested in the progress of the individual children they are teaching; but their assessment of progress and, indeed, their very job as teachers would become practically impossible if their method of teaching mathematics had to be adapted in all details to each individual child.","highlights":Ӷ^"jQuery3210092476566737965452":^°°Ӻ,"text":"","order":"mw-content-text","category":"Prämisse3","data_creacio":1563884819157°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Gotorp36to","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ5Ӻ","startOffset":14,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ5Ӻ","endOffset":1114°Ӻ,"quote":"Both educational scientists and teachers in the field of mathematics education try to model the children’s mathematical reality and how that reality may be cognitively built up piece by piece. The first, the scientists, may be mainly interested in establishing the hard core of a mathematics learning theory that would be applicable to as large a number of children as possible, but the viability of that theory, to quote Lakatos again, depends on “confirmations or ‘verifications’ that sustain a scientific research program. ” Consequently, in order to “confirm” or “verify” their theory, the scientists must “test” it by observing individuals. But – and this is crucial from the cognitive point of view – the tests in this context do not primarily concern the level of performance of new children but rather the question of whether or not the model can be maintained in the face of observations and teaching experiments with new children. However, it is not only in the context of justification but also in the context of re-invention that the scientific investigators need to observe individuals.","highlights":Ӷ^"jQuery3210092476566737965452":^°°Ӻ,"text":"","order":"mw-content-text","category":"Prämisse3","data_creacio":1563884727217°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"I23sae3dn3","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ1Ӻ","startOffset":1307,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ1Ӻ","endOffset":1439°Ӻ,"quote":"In other words, they must come to share some basic ideas on the process of education and the teaching of mathematics in particular.","highlights":Ӷ^"jQuery3210092476566737965452":^°°Ӻ,"text":"In other words, they must come to share some basic ideas on the process of education and the teaching of mathematics in particular.","order":"mw-content-text","category":"Schlussfolgerung3","data_creacio":1563883533364°
^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Ih0f4dwh4t","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ7Ӻ","startOffset":139,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ7Ӻ","endOffset":1189°Ӻ,"quote":"The situation is extreme when the work involves numbers and mathematical operations and aims at developing some insight into how individual children think about numbers and how they operate with them. Anyone who has seriously tried to investigate what actually goes on in children’s heads when they are struggling to solve an addition or subtraction problem at the limit of their present capability will have realized that the children’s mathematical world is indeed outlandish from the adult’s point of view. \nYet, children who have not been totally alienated from the number game and have at least a modicum of motivation do not act randomly. They do proceed according to some method, even if that method would seem unorthodox to the experienced reckoner. To get an inkling of what that method might be, investigators cannot but use their own imagination and try to conceive a reasonable path that might connect such manifestations of children’s operating as can be observed, with steps that could possibly lead to an answer to the given question.","highlights":Ӷ^"jQuery3210092476566737965452":^°°,^"jQuery3210092476566737965452":^°°Ӻ,"text":"","order":"mw-content-text","category":"Prämisse3","data_creacio":1563884900074°
