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- W176283646 abstract "Uri LeronTechnion – Israel Institute of TechnologyHuman nature had traditionally been the realm of novelists, philosophers, and theologicians, but has recently been studied by cognitive science, neuroscience, research on babies and on animals, anthropology, and evolutionary psychology. In this paper I will show—by surveying relevant research and by analyzing some mathematical “case studies”—how different parts of mathematical thinking can be either enabled or hindered by aspects of human nature. This novel theoretical framework can add an evolutionary and ecological level of interpretation to empirical findings of math education research, as well as illuminate some fundamental classroom issues.A. INTRODUCTION This paper deals with the relationship between mathematical thinking and human nature. I take from the young discipline of Evolutionary Psychology (EP) the scientific view of human nature as a collection of universal, reliably-developing, cognitive and behavioral abilities—such as walking on two feet, face recognition or the use of language—that are spontaneously acquired and effortlessly used by all people under normal development (Cosmides & Tooby 1992, 1997, 2000; Pinker 1999, 2002, Ridley, 2003). I also take from EP the evolutionary origins of human nature, hence the frequent mismatch between the ancient ecology to which it is adapted and the demands of modern civilization. To the extent that we do manage to learn many modern skills (such as writing or driving, or some math), this is because of our mind’s ability to “co-opt” ancient cognitive mechanisms for new purposes (Bjorklund & Pellegrini, 2002; Geary, 2002). But this is easier for some skills than for others, and nowhere are these differences manifest more than in the learning of mathematics. The ease of learning in such cases is determined by the accessibility of the co-opted cognitive mechanisms. I emphasize that what is part of human nature need not be innate: we are not born walking or talking. What seems to be innate is the motivation and the ability to engage the species-typical physical and social environment in such a way that the required skill will develop (Geary, 2002). This is the ubiquitous mechanism that Ridley (2003) have called “Nature via Nurture”. These insights have tremendous implications for the theory and practice of Mathematics Education (ME), but to this date they have hardly been noticed by our community (but cf. Tall, 2001; Kaput & Shaffer, 2002). The goal of this paper is to launch an investigation (theoretical at this preliminary stage) of how the insights from EP may bear on the theory and practice of ME. Specifically, the goal is to investigate, in view of the above-mentioned mismatch, how different parts of mathematical thinking can be either enabled or hindered by specific aspects of human nature." @default.
- W176283646 created "2016-06-24" @default.
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- W176283646 date "2004-01-01" @default.
- W176283646 modified "2023-09-23" @default.
- W176283646 title "MATHEMATICAL THINKING & HUMAN NATURE: CONSONANCE & CONFLICT" @default.
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