Δυσκολίες στην προσέγγιση των μαθηματικών εννοιών από τα παιδιά

Περίληψη

In this article we try a first systematic exposition of difficulties in understanding of mathematical notions by Greek young pupils. We distinguish in four categories of such difficulties, namely: (i) those which are inherent with the nature of mathematical process; (ii) those due to bad planning and/or superficial knowledge of mathematics by writers of mathematical textbooks; (iii) those arising from the use of a non-suitable language; and finally (iv) those due to the «automatism» trend in learning mathematics (i.e. learning without understanding) which is going to increase in nowadays, because of the so called «need to absorb as much mathematics as possible, and in the shortest possible time».