“Many children who have trouble understanding mathematics also have a hopelessly deficient model of what mathematical understanding is like. Particularly bad are models which expect understanding to come in a flash, all at once, ready made. This binary model is expressed by the fact that the child will admit the existence of only two states of knowledge often expressed by “I get it” and “I don’t get it.” They lack—and even resist—a model of understanding something through a process of additions, refinements, debugging and so on. These children’s way of thinking about learning is clearly disastrously antithetical to learning any concept that cannot be acquired in one bite.”
Papert, S. (1971) Teaching Children Thinking. In Contemporary Issues in Technology and Teacher Education, 5(3/4), 353-365.
Also known as MIT Artificial Intelligence Laboratory Memo 247 and Logo Memo 2. (October 1971)
This paper was presented at a conference as early as 1970 and its origins go back to 1968.
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