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Mathematical Thinking and Learning Volume 23, 2021 - Issue 4
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Book Review

Mathematics, Education, and Other Endangered Species: From Intuition to Inhibition

by Shlomo Vinner, Springer, 2018, xx+141 pp., ISBN 978-3-319-90034-6 $65.00

Patrick W. ThompsonArizona State University, Tempe, USA, [email protected]
Pages 344-345 | Published online: 05 Sep 2020

References

  • Davis, R. B. (1984). Learning mathematics: The cognitive science approach to mathematics education. Greenwood Publishing Group.
  • Davis, R. B., Jockusch, E., & McKnight, C. (1978). Cognitive processes involved in learning algebra. Journal of Mathematical Behavior, 2(1), 10–320.
  • Harel, G. (2008). What is mathematics? A pedagogical answer to a philosophical question. In R. B. Gold & R. Simons (Eds.), Current issues in the philosophy of mathematics from the perspective of mathematicians (pp. 265–290). Mathematical Association of America.
  • Tall, D. O., & Vinner, S. (1981). Concept images and concept definitions in mathematics with particular reference to limits and continuity. Educational Studies in Mathematics, 12(2), 151–169. https://doi.org/10.1007/BF00305619
  • Vinner, S. (1983). Concept definition, concept image and the notion of function. International Journal of Mathematical Education in Science and Technology, 14(3), 293–305. https://doi.org/10.1080/0020739830140305
  • Vinner, S. (1987). Continuous functions: Images and reasoning in college students. In J. Bergeron, N. Herscovics, & C. Kieran (Eds.), Proceedings of the annual meeting of the international group for the psychology of mathematics education (pp. 177–183). Université de Montréal, Montreal, Canada.
  • Vinner, S. (1992). The function concept as a prototype for problems in mathematics learning. In G. Harel & E. Dubinsky (Eds.), The concept of function: Aspects of epistemology and pedagogy (pp. 195–214). Mathematical Association of America.
  • Vinner, S. (1997). Pseudo-conceptual and pseudo-analytic thought processes in mathematics learning. Educational Studies in Mathematics, 34(2), 97–129. https://doi.org/10.1023/A:1002998529016
  • Vinner, S. (2011). The role of examples in the learning of mathematics and in everyday thought processes. ZDM, 43(2), 247–256. https://doi.org/10.1007/s11858-010-0304-3
  • Vinner, S. (2011). The role of examples in the learning of mathematics and in everyday thought processes. ZDM, 43(2), 247–256. https://doi.org/10.1007/s11858-010-0304-3 2 doi:https://doi.org/10.1007/s11858-010-0304-3
  • Vinner, S., & Dreyfus, T. (1989). Images and definitions for the concept of function. Journal for Research in Mathematics Education, 20(4), 356–366. https://doi.org/10.5951/jresematheduc.20.4.0356

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