Example of Auxiliary Formalisms Used to Help The Development of Children’s Logical Thinking
We have had the opportunity of giving experimental lessons at primary level (6–12 years old) and of working first of all with problem children and afterwards with normal children. In each case, we used a system of representation of reality which was simultaneously non-verbal, inspired by techniques used in mathematical logic, and based on an explicit convention established between the teacher and his pupils. We did not always use the same system of representation, but those we did use had to act as support to the children’s thought.
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