Non-Occupational Uses of Mathematics Mental and Written—Approximate and Exact

Abstract

A widely accepted principle of Curriculum construction states that school curricula should include experiences similar to, and in preparation for, the problems encountered in adult life. In this regard two aspects of social usage of mathematics have received reletively little attention in curriculum construction or in educational research. These aspects are: (1) the role of mental mathematics, and (2) the the role of approximate solutions to problems.

A Comparative Study on the Qualities of Adults’ Calculating from the Mind Abilities

“…Among these calculation types, calculating from the mind and estimated calculation are more widely used than written calculation in daily life (Yazgan, Bintaş & Altun, 2002). Calculating from the mind is a type of calculation which is more widely applied by individuals who got formal mathematics education (Wandt & Brown, 1957) and could also be used by those who didn't get it (Saxe, 1982;1988b) as it is a calculation that can be used in all areas of our lives and that it doesn't require paper-pen. As the studies in which the strategies applied by individuals who got and who didn't get education were compared are hardly seen in the literature, the embodiment and learning styles of individuals who got formal mathematics education and those who didn't get towards mental calculations which require four operations used in daily life it were analyzed and compared in this study.…”

“…Keçeci ve Akademi, 2011 çalışmasında, yetişkin bireylerin kesin hesaplardan daha çok yaklaşık tahmini hesapları kullandıklarını ifade etmiştir. Bir başka araştırma yetişkinlerin kağıt kalemle hesaplama yöntemlerini, karşılaştıkları hesaplamaların sadece %25'inde kullandığını göstermektedir (Wandt & Brown, 1957). Çünkü yetişkinler genelde, yazılı sayı ve hesaplama sisteminden ziyade gruplama ve sınıflandırma gibi zihinden hesap yöntemlerini tercih ederler (Saxe, 1988a).…”

A fejben szorzás stratégiáinak vizsgálata 10-12 éves tanulók körében

“…A múlt században változott a kutatók (Thompson, 1999;McIntosh, 1990;Northcote & McIntosh, 1999;McIntosch, Rey & Reys, 1997;Wandt & Brown, 1957) véleménye a fejszámolást illetően, fontosnak tartják, hogy nagyobb figyelmet kapjon a tanítása. Széles körű szociológiai kutatásokat végezve Wandt és Brown (1957) arra a következtetésre jutottak, hogy a felnőttek a számolások háromnegyed részét fejben végzik el. Northcote és McIntosh (1999) úgy találta, hogy a 24 órás periódus alatt a számítások 84,6%-át fejben, 11%-át írásban, 6,8%át pedig számológépen végezték.…”