Piaget presented his studies of conservation as evidence of the illogical thinking of young children. a. What did he mean by the term conservation? b. Describe one of his conservation tasks and the kinds of responses that children in the preoperational and concrete operations stages are likely to give. c. Describe a specific way in which a child's ability to conserve is essential for learning in either mathematics or science.
What will be an ideal response?
Question 2
Three of the following teacher statements are likely to enhance students' self-efficacy for mastering mathematics. Which one will not necessarily do so?
A) Look at how easily you can multiply and divide with fractions now. Remember how much trouble you had with fractions last fall? You've come a long way since then
B) Most of my students last year didn't do well simply because they weren't motivated and didn't want to work hard.
C) You seem to be having trouble computing the area of a triangle. I think I know what the trouble is. Here, let me show you what you need to do differently.
D) The right kind of instruction can make all the difference in the world. I'm determined to find out how each of you can best learn mathematical concepts.
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Children in Baltimore (1909) pull the stringy parts from beans in preparation for canning. Photograp
Jean Piaget influenced the field of developmental science more than any other individual.
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