• Korean Journal of Child Studies
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• v.5
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• pp.3-20
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• 1984

The purpose of this paper was to review critiques on methodological problems relating to Piaget's researches in terms of its scientific nature. On the basis of review of literature, the following problems were pointed out: 1. Notwithstanding Piaget's emphasis on the scientific requirement for verification, Piaget was against the deductive method typical of scientific verification. 2. Piaget's theory was so vague that it couldn't be falsified. 3. Piaget ignored criticism of his method, and this was viewed as unscientific in the eyes of most scientists. 4. Avoiding the antecedent-consequence sequence of scientific experimentation, Piaget took the descriptive, rather than the explanative nature. 5. Piaget didn't accept individual differences in cognitive style in his research paradigm. 6. Piaget's experimental procedures looked very simple but they were too complex to understand what was happening. 7. Although Piaget's major ideas treated the child as the active constructor of reality, the child's experimental tasks were structured by experimenter. 8. Piaget's clinical method depended heavily upon language although the procedures required manipulation of objects. 9. Piaget always justified his experiments in terms of protocois selected from all the responses obtained. However, these protocols may not be the most representative responses or behaviors showing the child's cognitive structure.

• School Mathematics
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• v.15 no.2
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• pp.221-241
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• 2013

This study considers the experiment of Inhelder and Piaget(1963) in various aspects, and reveals the characteristics of the 'the formation of a critical mind', 'the transformation into the research question', 'the translation into the experiment', and 'the interpretation of the result of the experiment' in Piaget's genetic epistemology. According to these analyses, this study discusses the educational implications that the results of the Piaget's experiment support the education which raises the student's awareness.

• Bulletin of the Korean Mathematical Society
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• v.20 no.2
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• pp.111-122
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• 1983

지금까지 H. Aebli, A. Fricke, R.W. Copeland, G. Steiner, E. Wittmann, R.R.Skemp, Z.P. Dienes등에 의해 Piaget이론의 수학교육적 연구가 상당한 정도로 이루어져 왔다. 그러나 Centre International D'epistemologie Genetique를 중심으로 한 집단사고와 방대한 연구결과를 집약한 소위 'Piaget이론'은 타에 그 종례를 찾아볼 수 없는 포괄적인 것인 바, 지금까지 이루어진 Piaget이론의 수학교육적 접근은 Piaget이론의 한정된 부분의 단편적인 응용에 불과하며, Piaget의 발생적 수학인식론 및 심리학의 중심원리와 연구결과를 반영한 보다 철저한 연구가 요망되고 있다. 본 고는 그 이론적 기초에 관한 연구의 일환으로 1969년에 출판된 Psychologie et pedagogie에 실린 'La didactique des mathematiques'와 1972년 ICMI의 제2차 수학교육국제회의에 기고한 논문 'Comments on mathematical education'에 나타난 수학교육에 대한 Piaget자신의 견해를 그의 수학인식론의 분석적 고찰을 통해 양세화하고, 그 실제적 구현방안을 제시해 본 것이다.

• Journal of Educational Research in Mathematics
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• v.11 no.2
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• pp.351-362
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• 2001

Piaget's genetic epistemology has been known as the basis of the 'New Math' and as the opposite point of view to the historico-genetic principle. But these days Piaget's theory is considered to support the historico-genetic principle so that it influences many studies. This study shows the reason of the difference of interpretations of Piaget's theory.

• Journal of Educational Research in Mathematics
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• v.8 no.2
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• pp.553-563
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• 1998

In this thesis, I examined Bruner's EIS theory from the viewpoint of epistemology based on Piaget's genetic epistemology. Although Bruner's ideal thought which insisted ‘to teach the structure’accepted Piaget's theory in the methodology of realization, it is different from Piaget in understanding knowledge. The difference is shown from understanding the meaning of ‘structure’. Piaget's concept of structure is something that has overcome the realistic viewpoint of the traditional epistemology and is reconstructed through endless self-regulative transformational process. However Bruner's is used as a realistic meaning as we can see in the Plato's recollection theory. Therefore Piaget's ‘stage of development’means the difference of structure which lies in the generative process and it includes the qualitive difference of level. On the other hand, Bruner, who is trying to translate and suggest the fixed structure to the children understood Piaget's stage of development as the difference in the ways of representation. Piaget's operational constructivism insists that the children should ‘construct’the knowledge through their activity, and especially in case of the lohico-mathematical recognition, the source should be internalized activity, that is, operation. In view of this assertion, Burner's idea which insists to accept the structure of knowledge as a fixed reality and to suggest the translated representation proper to the cognitive structure of the children to teach them, has a danger of emphasizing only the functional aspects to deliver the given knowledge ‘quickly’. And it also has the danger of damaging ‘the nature of the knowledge’in the translated knowledge.

• Korean Journal of Child Studies
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• v.25 no.4
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• pp.93-114
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• 2004

The purposes of the present study were to identify the stages of early concept development of the air in young Korean children and to compare the stages with those reported by Piaget. The subjects were 87 four, five, and six-year-old children from one kindergarten, two day care centers, and an elementary school, all located in Seoul. To collect the children's ideas of the air, individual interviews were conducted based on Piaget's Clinical Interview method. According to the results, the children formulated very unique concepts of the air, showing artificialism, anthropocentric finalism, animism, and dualism. Their concepts of the air showed a consistent developmental process which is very similar to the stages proposed by Piaget. This implies that young children's misconcepts and idosyncratic ideas are very natural and can not be eliminate easily by artificial instruction. This also means that children's internal ideas themselves should be the starting point of education.

• Journal of Educational Research in Mathematics
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• v.8 no.2
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• pp.485-494
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• 1998

This study is on the theory of Piaget's reflective abstraction and the mechanism of the development of knowledge and the history of algebra and its application to understand the difficulties that many students have in learning algebra. Piaget considers the development of knowledge as a linear process. The stages in the construction of different forms of knowledge are sequential and each stage begins with reorganization. The reorganization consists of the projection onto a higher level from the lower level and the reflection which reconstructs and reorganizes within a lager system that is transferred by profection. Piaget shows that the mechanisms mediating transitions from one historical period to the next are analogous to those mediating the transition from one psychogenetic stage to the next and characterizes the mechanism as the intra, inter, trans sequence. The historical development of algebra is characterized by three periods, which are intra inter, transoperational. The analysis of the history of algebra by the mechanism explains why the difficulties that students have in learning algebra occur and shows that the roles of teachers are important to help students to overcome the difficulties.

• The Mathematical Education
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• v.47 no.2
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• pp.221-224
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• 2008

The article shows that the concept 'weight' and the concept 'heaviness' give rise to different abstractions in the sense of Piaget and that these two concepts are differentiated by set-theoretic devices. The failure of differentiation of these two concepts 'weight' and the 'heaviness' can cause the failure of learning of the difference between reflective abstraction and empirical reflective abstraction. To explain the Piagetian abstrcation in a classroom, the author suggests to use the concept 'color' instead of the concept 'weigtht'.

• Research in Mathematical Education
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• v.17 no.4
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• pp.291-307
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• 2013

Piaget's revolutionary study on the cognitive development of children has focused on the development of logic. Logical operations and a variety of classifications based on the set of accepted rules involve convergent thinking. Children and adults have logical and creative thinking which deal with a reality of thinking. This study aims to examine a cognitive structure of students, which is closely related to the Piaget's cognitive development theories of students when creative thinking. Students were given an open mathematical problem and were expected to be able to take advantage of sensitivity, fluency, flexibility, originality, and elaboration which can be seen as clearly of their structure cognitive.

• Korean Journal of Child Studies
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• v.3
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• pp.35-48
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• 1982

The purpose of this study is to investigate the Piaget's theory of the child's conception of space, which explains the stage of child's congnitive development. This thesis consists of 4 Chapters, including introduction, which examines the concept of space perception, and the development of arithmetic conception, and suggests the outline of this study. In the Chapter II, the brief history of topological Psychology, and the current situation of this theory has been explained. According to Piaget's theory of the conception of space, the child's development of the conception of space develops orderly three stages, that is to say, the stage of conception of space by the topological relations, the stage of projective conception of space, and finally the stage of the Euclidian, conception of space. Children's development of the conception of space continuously, and orderly has been made by these stages. Also, in this Chapter, Piaget's experiment about the development of child's conception of space has been explained. In the Chapter III, the children's conception of geometry has been examined. Here explains the development of space representation, and of seriation or classification. In the Chapter IV, some theories of the conception of space has been examined, and some points of view has been made as a conclusion.