Toward Autotelic Learning of Mathematical Logic by the WFF 'N PROOF Games
1965; Wiley; Volume: 30; Issue: 1 Linguagem: Inglês
10.2307/1165706
ISSN1540-5834
Autores Tópico(s)Mathematics Education and Pedagogy
ResumoThe efforts to devise the WFF 'N PROOF games are grounded in the belief that learning ought to be fun-a conviction that allowing youngsters to find joy in learning bears fruit throughout the rest of their lives. The primary goal in creating materials for such play activity is to encourage more favorable attitudes toward symbol-manipulating activities; a secondary goal is to teach something about mathematical logic and provide practice in abstract thinking. Omar K. Moore's and Alan R. Anderson's approach to learning (Moore, 1959; Anderson & Moore, 1959; Moore & Anderson, 1961) has served as a guide in designing the WFF 'N PROOF games; learning by doing and a maximum of self-discovery by the learner are emphasized. Moore (1959) says: Motivation is sustained throughout by seeing to it that the child is not robbed of the opportunity of making a series of interrelated discoveries leading to the acquisition of some basic intellectual skills. Moore and Anderson seek to arrange a rather special kind of learning activity-something that will be done for its own sake, is self-motivating, and fun. They have coined a word to describe this kind of activity: autotelic. By means of such autotelic activities, they have had unusual success in helping preschool threeand four-year-old children learn such basic symbol-manipulating skills as reading and writing. The part that requires some ingenuity is arranging the situation so that some fundamental intellectual skill is being rehearsed in the course of an activity that is being done simply because the participants enjoy it. The fundamental goal in designing
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