Abstract
Mathematics for children, as they ‘do’ it and build onto their own knowledge, is a complex phenomenon. As with personal knowledge of mathematics for any person, it is multifaceted, a view supported by mathematicians (e.g. Davis and Hersh, 1986) and psychologists interested in mathematics education (e.g. Vergnaud, 1983). There are many ways to observe and hence say something about children’s mathematics. One could consider mathematical thought mechanisms used by children. One could analyze specific aspects of the complexity. However, in this essay we try to observe and talk about children’s mathematical experience as a complex whole.
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© 1991 Springer-Verlag New York Inc.
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Kieren, T.E., Pirie, S.E.B. (1991). Recursion and the Mathematical Experience. In: Steffe, L.P. (eds) Epistemological Foundations of Mathematical Experience. Recent Research in Psychology. Springer, New York, NY. https://doi.org/10.1007/978-1-4612-3178-3_6
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DOI: https://doi.org/10.1007/978-1-4612-3178-3_6
Publisher Name: Springer, New York, NY
Print ISBN: 978-0-387-97600-6
Online ISBN: 978-1-4612-3178-3
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