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In: Philosophy and Psychology

Submitted By gracchif
Words 956
Pages 4
A mathematician and psychologist,
Skemp is of the view that, to understand children’s action, it is necessary to know their goals and motives.
For Skemp, intelligence is a kind of learning which leads to an achievement of an outcome through a variety of means
Apart from his concern with the structure and dynamics of concepts and concept formation, Skemp was acutely concerned with the role of intensive intrinsic motivation in learning
For Skemp the concept and the schema are the building blocks of mathematical knowledge.
Skemp defines a concept as an abstraction or an idea, some kind of lasting mental change, the result of abstracting which enables us to recognize new experiences as having the similarities of an already formed class.
A concept is therefore a mental picture or image that remains formed after interaction with the environment. Skemp distinguishes between primary and secondary concepts.
Skemp views the schema as a mental structure which includes not only the complex conceptual structure of mathematical but also simple structure which co-ordinates sensory motor activity. A schema is therefore a general psychology term for related groupings of concepts
He believes that mathematical learning is essentially a process of concept formation through the manipulation of the schema
Skemp states two fundamental principles for the learning or formation of mathematical concepts, that is lower order concepts and higher order concepts
Lower order concepts – since in mathematics these examples are almost invariably other concepts it must be ensured that these are already formed in the mind.
Higher order concepts- concepts of a higher order than those which a person has cannot be communicated to him by means of a definition. Rather it is more meaningful and easier to arrange for the leaner to encounter a suitable collection of examples.
Skemp also...

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