Intuition in mathematics education: a challenge or norm

Author

Tafresh University

Abstract

In this article, the mathematics of the 18th century is examined and compared with mathematics in subsequent centuries. The wealth of results, the breadth of achievements, and the emergence of new branches in this field of human knowledge are among the distinguishing features of mathematics in that era. What stands out in the later centuries is precision and deep thinking. The question addressed in this essay is how such a vast array of results was obtained in the absence of logical foundations at that time, and how their correctness was established. Did mathematicians of that era employ a specific method in their accomplishments? What factors aided them in obtaining these results? The investigations reveal that what played a significant role in this context was intuition. Subsequently, the importance of intuitive knowledge in mathematics education is discussed.

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References

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Mathematics and Society
Volume 2, Issue 3 - Serial Number 3
September 2017
Pages 1-6

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History

  • Receive Date: 16 January 2016
  • Revise Date: 23 August 2016
  • Accept Date: 23 November 2016
  • Publish Date: 22 November 2017

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