caa a22 4500 47710388X CHVBK 20180405111548.0 cr unu---uuuuu 170330e19960301xx s 000 0 eng 10.1007/BF02195611 doi (NATIONALLICENCE)springer-10.1007/BF02195611 Kamii Constance USA aut Piaget's theory and the teaching of arithmetic [Elektronische Daten] [Constance Kamii] Conclusion: For centuries, education has been a folk art based on tradition and opinions called philosophies. With the advent of associationism and behaviourism, however, education began to enter a scientific era. Now that we have Piaget's constructivism—a more adequate scientific theory—it is time to change the way arithmetic is taught in elementary schools. I hope educators and researchers in other countries will also experiment in classrooms to test the hypothesis that I tested. Because logico-mathematical knowledge is universal and the same in all cultures, I expect the same kinds of results in other countries. Constructivist teaching is much harder than the teaching of algorithms and correcting of worksheets. However, in spite of this difficulty, an increasing number of teachers in the United States are becoming convinced of the truth of Piaget's constructivism. When these teachers encounter children's originality and intelligence that they have not observed before, they are truly overjoyed. Once they have seen the possibility that exists in each child, these teachers do not think of going back to their old ways of teaching. UNESCO, 1996 Prospects Kluwer Academic Publishers 26/1(1996-03-01), 99-111 0033-1538 26:1<99 1996 26 11125 https://doi.org/10.1007/BF02195611 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/BF02195611 text/html Onlinezugriff via DOI NATIONALLICENCE 100 1- Kamii Constance USA aut NATIONALLICENCE 773 0- Prospects Kluwer Academic Publishers 26/1(1996-03-01), 99-111 0033-1538 26:1<99 1996 26 11125 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer