From the 1930s: Gestalt Psychology and Mathematical Insight

2006 ◽  
Vol 100 (5) ◽  
pp. 16-21
Author(s):  
George W. Hartmann
Keyword(s):  
De Novo ◽  
Gestalt Psychology ◽  
Mathematical Research ◽  
Teaching Of Mathematics ◽  
The Mind

The article, originally printed in 1937, attempts to introduce Gestalt psychology - “geometry of the mind” to enhance teaching of mathematics. The author describes and analyzes three main propositions of the theory and points to a features applied to mathematical research. In conclusion he highlights that teachers of mathematics should act on recognition that content of mathematics has to be rediscovered and created de novo by every learner.

A Brief Study in Non-Mathematical Logic

1923 ◽  
Vol 16 (4) ◽  
pp. 242-246
Author(s):  
N. J. Lennes
Keyword(s):  
Mathematical Logic ◽  
Mathematics Teacher ◽  
School Program ◽  
Teaching Of Mathematics ◽  
The Mind

While engaged in taking general stock of the existing literature on the teaching of mathematics the writer came again upon a paper by Ernest C. Moore entitled “Does the study of Mathematics train the mind specially or universally?” which was printed in The Mathematics Teacher Vol. 10 pages 1-18. A cursory reading of Moore's paper revealed certain interesting qualities which led to closer scrutiny. The purpose of the paper, as revealed by its content rather than by the title, is to show that the only reason for studying any subject is the use which the student may reasonably be expected to make in his own life of the matter actually learned. “Every form of skill that we attempt to teach him gets its place in the school program solely because he cannot live a civilized life without practicing it” (op. cit. p. 3). (The italics are mine).

Some Difficult Problems

1930 ◽  
Vol 23 (8) ◽  
pp. 474-476
Author(s):  
Karl A. Zeller
Keyword(s):  
Number System ◽  
General Idea ◽  
Human Knowledge ◽  
Know How ◽  
Good Citizen ◽  
Guiding Principle ◽  
The World ◽  
Teaching Of Mathematics ◽  
The Mind ◽  
Insight Into

If, As The writers of our year book would have us believe, it is certain that the schools of our day do not know how to teach arithmetic successfully; if our present day civilization is one which depends on the universal recognition of the importance of the idea of precision, since precision is the soul of science and commerce; if number is an ever guiding principle of life; if the number system has changed the life of men and is a mode of thinking that cultivates a general idea of regularity, arrangement and order in all thinking; if the number system, formulas of Algebra and Geometry have helped the race to organize and arrange the world in which we live; if mathematics is linked up with a large number of the branches of human knowledge; if every educated man or woman should know what mathematics means, what its greatest uses are, and something of its soul; if it enters into the making of a good citizen because of its value as a mental discipline; if the contact with absolute truth, the style of reasoning, the habit of rigorous thinking, the love for beauty develops transferable power for independent investigation and gives a keener insight into life; if these should emerge in the mind of the student, the conception of an ordered, lawful universe, a universe in which the reign of law is absolute; then these facts make the teaching of mathematics a problem that challenges our skill and study, and makes our work top the pinnacle of life service.

Gestalt Psychology

2020 ◽  
Author(s):  
Horst Gundlach
Keyword(s):  
United States ◽  
Holistic Approach ◽  
The United States ◽  
Gestalt Psychology ◽  
Field Theories ◽  
Theoretical Ground ◽  
Gestalt Theory ◽  
Empirical Psychology ◽  
Primary Material ◽  
The Mind

Gestalt psychology is an holistic approach to psychology launched in 1910 by three psychologists: Max Wertheimer, Wolfgang Köhler, and Kurt Koffka. It was conceived to oppose elementary or atomistic psychology, the conception that psychical processes consist of elements whose associations produce the contents experienced in the mind or soul. Instead, Gestalt psychology holds that configurations or, in German, Gestalten, not these hypothetical elements, are the primary material underlying experience. Beginning with research in perception, the Gestalt approach was soon applied to other fields of psychology. Gestalt theory, inspired by field theories in physics, tried to lay a common groundwork for psychology, physiology, and physics. The Gestalt movement originated in Germany, but the three protagonists for personal and political reasons resettled in the United States where the movement became an important force combatting the dominance of behaviorism. The Gestalt approach was especially fruitful in empirical psychology, but it did not fulfill the promise of turning psychology into a unified science based on a common theoretical ground.

scholarly journals Chess, visual memory and geometric transformations

2021 ◽  
Vol 6 (4) ◽  
pp. 299-315
Author(s):  
Jorge Jhonattan Castellanos Sosa ◽  
Francy Karina Maldonado Aguilar
Keyword(s):  
Visual Memory ◽  
Optimal Learning ◽  
Great Capacity ◽  
Geometric Transformations ◽  
Cartesian Plane ◽  
Teaching Of Mathematics ◽  
The Mind ◽  
Qualitative Part ◽  
Structured Questionnaire

This work shows how playing chess creates capacities in the student such as increasing visual memory. This helps to classify information in an orderly manner in the mind and contributes to a better understanding of geometric transformations such as displacements, turns and similarities. This was done with a mixed technique (Quantitative and Qualitative), starting with a structured questionnaire that was applied to 487 students. A case study was carried out with two students (one with and the other without notable chess skills) in two schools in Bogotá-Colombia, with the aim of understanding chess as a tool that can help the teacher to teach mathematics¡. In the quantitative part, data were collected by a structured questionnaire, and in the qualitative part, recordings and transcripts were made of what the two students reported in the case study.  So, favorable results were achieved for students who usually play chess, because they show a great capacity for visual memory (in the long and short term) that contributes to a more optimal learning of displacements and similarities in the Cartesian plane. This research shows a powerful tool (chess) that can be used in the teaching of mathematics, thanks to the skills and concepts that are generated in the experience with the game.

scholarly journals De novo synthesized Min proteins drive oscillatory liposome deformation and regulate FtsA-FtsZ cytoskeletal patterns

2019 ◽  
Vol 10 (1) ◽  
Author(s):  
Elisa Godino ◽  
Jonás Noguera López ◽  
David Foschepoth ◽  
Céline Cleij ◽  
Anne Doerr ◽  
...  
Keyword(s):  
De Novo ◽  
Cytoskeletal Proteins ◽  
Biochemical Network ◽  
Bacterial Cell Division ◽  
Cellular Functions ◽  
Protein Patterns ◽  
Molecular Systems ◽  
Synthetic Cell ◽  
The Mind

Abstract The Min biochemical network regulates bacterial cell division and is a prototypical example of self-organizing molecular systems. Cell-free assays relying on purified proteins have shown that MinE and MinD self-organize into surface waves and oscillatory patterns. In the context of developing a synthetic cell from elementary biological modules, harnessing Min oscillations might allow us to implement higher-order cellular functions. To convey hereditary information, the Min system must be encoded in a DNA molecule that can be copied, transcribed, and translated. Here, the MinD and MinE proteins are synthesized de novo from their genes inside liposomes. Dynamic protein patterns and accompanying liposome shape deformation are observed. When integrated with the cytoskeletal proteins FtsA and FtsZ, the synthetic Min system is able to dynamically regulate FtsZ patterns. By enabling genetic control over Min protein self-organization and membrane remodeling, our methodology offers unique opportunities towards directed evolution of bacterial division processes in vitro.

scholarly journals Repetir, Memorizar, Recitar: Mecanismos para a Fabricação de Corpos Dóceis pela Educação Matemática

2021 ◽  
Vol 14 (1) ◽  
pp. 84-91
Author(s):  
Alice Stephanie Tapia Sartori ◽  
Claudia Glavam Duarte
Keyword(s):  
Michel Foucault ◽  
The Body ◽  
Memory Training ◽  
Methodological Framework ◽  
Disciplinary Power ◽  
The Past ◽  
Teaching Of Mathematics ◽  
The Mind ◽  
Empirical Material ◽  
Made In

ResumoEste artigo tem como objetivo discutir e problematizar o ensino de matemática pautado nas práticas de memorização que, juntamente com a repetição e a recitação, mesmo que questionadas, ainda hoje, fazem parte desta disciplina escolar. O presente estudo parte das reflexões realizadas em uma Tese de Doutorado e tem como material empírico exemplares da Revista Nova Escola publicados entre os anos 1986 e 2015. A partir do referencial teórico e metodológico elaborado pelo filósofo Michel Foucault, buscamos dar visibilidade ao entrelaçamento de alguns enunciados que se configuram na análise das Revistas. Dentre os resultados da pesquisa, destacamos que: algumas práticas de memorização estavam, no passado, ligadas aos castigos físicos e, posteriormente, foram sendo reconfiguradas e adequadas às penalidades do espírito; o uso do corpo no ensino de matemática, para além das penalidades, estava ligado aos exercícios da mente, que incluem os treinos de memória ligados aos exercícios repetitivos; repetição constante estava alinhada ao ensino mecanizado desta disciplina; a recitação buscava transformar os mínimos gestos do corpo em força útil; e, por fim, a apreensão do tempo dos estudantes, visando ao seu máximo aproveitamento de forma linear e contínua, era um dos aspectos que perpassavam as práticas de memorização. Portanto, o estudo nos aponta para uma forma de poder, a qual Foucault denominou poder disciplinar, que atua na produção de corpos dóceis pela maquinaria escolar. Palavras-chave: Memorização. Educação Matemática. Poder disciplinar. AbstractThis paper aims to discuss and problematize the teaching of mathematics based on memorization practices, which together with repetition and recitation, even if questioned, are still part of this school discipline. This study, which parts of the reflections made in a Doctoral Thesis, has as empirical material Revista Nova Escola examples, published between 1986 and 2015. From the theoretical and methodological framework elaborated by the philosopher Michel Foucault, we seek to give visibility to the intertwining of some statements that are configured in the analysis of the Magazines. Among the research results, we highlight that: Some memorization practices were, in the past, linked to physical punishments, and were later reconfigured and appropriate to the penalties of the spirit; The use of the body in the teaching of mathematics, besides penalties, was linked to the exercises of the mind, which include memory training; this notion of body would be linked to repetitive math exercises; constant repetition would be in line with the mechanized teaching of this discipline; The recitation sought to transform the minimum gestures of the body into useful force; and, finally, the apprehension of the students' time, aiming at its maximum use in a linear and continuous way, is one of the aspects that pervade the memorization practices. Therefore, the study points us to a form of power, which Foucault called the disciplinary power that acts in the production of docile bodies by school machinery. Keywords: Memorization. Mathematics education. Disciplinary Power.

scholarly journals Interactionism in Personality and Social Psychology: An integrated Approach to Understanding the Mind and Behaviour

2010 ◽  
Vol 24 (5) ◽  
pp. 458-482 ◽  
Author(s):  
Katherine J. Reynolds ◽  
John C. Turner ◽  
Nyla R. Branscombe ◽  
Kenneth I. Mavor ◽  
Boris Bizumic ◽  
...  
Keyword(s):  
Social Psychology ◽  
Social Identity ◽  
Social Identity Theory ◽  
Identity Theory ◽  
Integrated Approach ◽  
Gestalt Psychology ◽  
Personality Psychology ◽  
Categorization Theory ◽  
The Individual ◽  
The Mind

In both personality psychology and social psychology there is a trajectory of theory and research that has its roots in Gestalt psychology and interactionism. This work is outlined in this paper along with an exploration of the hitherto neglected points of connection it offers these two fields. In personality psychology the focus is on dynamic interactionism and in social psychology, mainly through social identity theory and self–categorization theory, it is on the interaction between the individual (‘I’) and group (‘we’) and how the environment (that includes the perceiver) is given meaning. What emerges is an understanding of the person and behaviour that is more integrated, dynamic and situated. The aim of the paper is to stimulate new lines of theory and research consistent with this view of the person. Copyright © 2010 John Wiley & Sons, Ltd.

How Homo economicus lost her mind and how we can revive her

2018 ◽  
Vol 41 ◽  
Author(s):  
Peter DeScioli
Keyword(s):  
Economic Thought ◽  
History Of Economic Thought ◽  
Homo Economicus ◽  
Economic Theories ◽  
Target Article ◽  
History Of ◽  
The Mind ◽  
And Behavior

AbstractThe target article by Boyer & Petersen (B&P) contributes a vital message: that people have folk economic theories that shape their thoughts and behavior in the marketplace. This message is all the more important because, in the history of economic thought, Homo economicus was increasingly stripped of mental capacities. Intuitive theories can help restore the mind of Homo economicus.

The Morphology of the Rat Kidney Following Folic Acid Administration

1970 ◽  
Vol 28 ◽  
pp. 200-201
Author(s):  
Aline Byrnes ◽  
Elsa E. Ramos ◽  
Minoru Suzuki ◽  
E.D. Mayfield
Keyword(s):  
Folic Acid ◽  
De Novo ◽  
Specific Activity ◽  
Rat Kidney ◽  
Present Report ◽  
Intracellular Localization ◽  
Male Rats ◽  
Renal Hypertrophy ◽  
Electron Microscopic ◽  
Biochemical Alterations

Renal hypertrophy was induced in 100 g male rats by the injection of 250 mg folic acid (FA) dissolved in 0.3 M NaHCO3/kg body weight (i.v.). Preliminary studies of the biochemical alterations in ribonucleic acid (RNA) metabolism of the renal tissue have been reported recently (1). They are: RNA content and concentration, orotic acid-c14 incorporation into RNA and acid soluble nucleotide pool, intracellular localization of the newly synthesized RNA, and the specific activity of enzymes of the de novo pyrimidine biosynthesis pathway. The present report describes the light and electron microscopic observations in these animals. For light microscopy, kidney slices were fixed in formalin, embedded, sectioned, and stained with H & E and PAS.

Sign in / Sign up

Export Citation Format

Share Document