This classic text presents problems of learning and teaching mathematics from both a psychological and mathematical perspective. The Psychology of Learning Mathematics, already translated into six languages (including Chinese and Japanese), has been revised for this American Edition to include the author's most recent findings on the formation of mathematical concepts, different kinds of imagery, interpersonal and emotional factors, and a new model of intelligence. The author contends that progress in the areas of learning and teaching mathematics can only be made when such factors as the abstract and hierarchical nature of mathematics, the relation to mathematical symbolism and the distinction between intelligent learning and rote memorization are taken into account and instituted in the classroom.

part |1 pages

Part A

chapter 1|6 pages

Introduction and Overview

chapter 2|13 pages

The Formation of Mathematical Concepts

chapter 3|13 pages

The Idea of a Schema

chapter 4|11 pages

Intuitive and Reflective lntelligence

chapter 5|20 pages


chapter 6|17 pages

Different Kinds of Imagery

chapter 7|16 pages

Interpersonal and Emotional Factors

part |1 pages

Part B

chapter 8|14 pages

A New Model of Intelligence

chapter 15|5 pages

Symbolic Understanding

chapter 16|8 pages

Emotions and Survival in the Classroom

chapter 17|9 pages

Managing the Risks in Learning

chapter 18|2 pages

The Silent Music of Mathematics