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The topological primacy thesis: Genetic and didactic aspects

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Abstract

In an extensive literature survey that appeared in this journal, Darke (1982) raised some critical questions concerning the topological primacy thesis. Three points of his criticism can be reinforced:

  1. (1)

    The empirical data of the research by Laurendeau and Pinard (1970) using application of the mathematically correct criteria yield arguments against the acceptance of topological primacy.

  2. (2)

    A comparison of Esty's (1970) and Martin's (1976) work makes clear that task-complexity has a decisive influence on the reaction of the children.

  3. (3)

    More recent school experiments show that didactical results derived from psychological research do not agree with results found in classroom research.

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References

  • DarkeJ.: 1982, ‘A review of research related to the topological primacy thesis’, Educational Studies in Mathematics 13, 119–142.

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  • LaurendeauM. and PinardA.: 1970, The Development of the Concept of Space in the Child, International University Press, New York.

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  • SchipperW.: 1981, Untersuchungen zur Stellung der Topologie im geometrischen Anfangsunterricht. Franzbecker, Bad Salzdetfurth.

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Authors and Affiliations

  1. Universität Bielefeld, USA

    Wilhelm Schipper

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  1. Wilhelm Schipper
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Schipper, W. The topological primacy thesis: Genetic and didactic aspects. Educ Stud Math 14, 285–296 (1983). https://doi.org/10.1007/BF00410543

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