The Development of Logico-Mathematical Knowledge in a Block-Building Activity at Ages 1–4

摘要: Abstract To study the developmental interrelationships among various aspects of logico-mathematical knowledge, 80 one- to 4-year-olds were individually asked build “something tall” with 20 blocks. Percentages new and significant behaviors increased age analyzed in terms development relationships. It was found, for example, that spatial relationships children made as they grew older also changed classificatory, seriational, numerical, temporal made. The educational implication drawn is it better define objectives preschool mathematics education knowledge rather than learning specific elementary school mathematics. More broadly, an argument favor encouraging think make many mental teach them subject matter.