Open AccessWe learn statistics and mathematics hardly
Author(s) -
Mohammad Nekoufar,
AUTHOR_ID
Publication year - 2017
Language(s) - English
Resource type - Conference proceedings
DOI - 10.52041/srap.17305
Subject(s) - session (web analytics) , mathematics education , class (philosophy) , point (geometry) , subject (documents) , mathematical practice , computer science , ask price , mathematics , artificial intelligence , library science , economics , geometry , economy , world wide web
In the first session of the school year, the researcher faced this question by a student: 'why can't we learn mathematics and statistics while we can succeed in other subject matters with little amount of effort?' Of course, facing such a question was not beyond expectation; many students in Iran and other countries may ask such a question. Skamp (1976), Serpinka (1998), Freudental (1982) support this point. Based on his experience, the researcher considered Skamp's theoretical framework on schemata, and learning in structuralist viewpoint as suitable to account for this question. The student's role is regarded as vital. The research findings were put into practice in the class by the researcher, which yielded satisfactory results. The present study first gives a discussion on the students' meaningful theoretical infrastructure of the mathematical knowledge, then presents the research results.