People appear to be born to compute

People appear to be born to compute. The numerical skills of children develop so early and so inexorably that it is easy to imagine an internal clock of mathematical maturity guiding their growth. Not long after learning to walk and talk, they can set the table with impressive accuracy- one plate, one knife, one spoon, one fork, for each of the five chairs. Soon they are capable of noting that they have placed five knives, spoons and forks on the table and, a bit later, that this amounts to fifteen pieces of silverware. Having thus mastered addition, they move on to subtraction. It seems almost reasonable to expect that if a child were secluded on a desert island at birth and retrieved seven years later, he or she could enter a second- grade mathematics class without any serious problems of intellectual adjustment.
Of course, the truth is not so simple. This century, the work of cognitive psychologists has illuminated the subtle forms of daily learning on which intellectual progress depends. Children were observed as they slowly grasped – or as the case might be, bumped into- concepts that adults take for granted, as they refused for instance, to concede that quantity is unchanged as water pours from a short stout glass into a tall thin one. Psychologists have since demonstrated that young children, asked to count the pencils in a pile , readily report the number of blue or red pencils , but must be coaxed into finding the total. Such studies have suggested that the rudiments of mathematics are mastered gradually, and with effort. They have also suggested that the very concept of abstract numbers – the idea of a oneness, a twoness, a threeness that applies to any class of objects and is a prerequisite for doing anything more mathematically demanding than setting a table - is itself far from innate.

Kết quả (Việt) 1:

Those who appear to be born to calculate. Skills development of children early on and inexorably that it is easy to imagine an internal clock of mathematical maturity guiding their growth. Not long after learning to walk and talk, they can set the table with impressive accuracy-one plate, one knife, one spoon, one fork, for each seat in. Soon they are capable of recording that they have placed five knives, spoons and branches across the board, and a bit later, that this amounts to fifteen parts of silver. Thus there is additional master, they move on to subtraction. It seems almost reasonable to expect that if a child were secluded on a desert island at birth and took seven years later, they can tap a second grade math grade without any serious problems of Intellectual adjustments. Of course, the truth is not so simple. This century, the work of cognitive psychologists has illuminated the subtle forms of daily learning on which intellectual property advances the dependence. Children were observed as they slowly years- or as the case may be, bumped into-the notion that adults take for granted, as they refused for example, admits that the number is unchanged as water pours short stout glass into a tall thin. The psychology since has proved that young people, require calculation pencils in a pile, easy reporting of blue pencils or red, but must be coaxed into finding the total. The study suggested that the rudiments of mathematics specialization gradually, and with effort. They also suggest that the concept of the abstract the idea of one-summer twoness one, a threeness that applies to any class of objects and is a prerequisite for doing anything more mathematically demanding than setting a table - is itself far from congenital.

Kết quả (Việt) 2:

People Seem to be born to the calculation. The numerical skills of children develop early and so inexorably than it is easy to imagine mà an internal clock of mathematical maturity ask for their guide development. Not after learning to walk and dragon talk, can set the table chúng accuracy- impressive with one plate, one knife, one spoon, one fork, for each year the chair. Soon chúng capable of noting đặt five có They have knives, Spoons and forks on the table, and a little later, mà amount to fifteen pieces of silver. thì, in to addition to the master, move on to subtraction chúng. It seems? to be lý to believe if a child mà secluded on a desert island là at birth and seven years later đã lấy, She Can he enter a mathematics or class without any serious problems Monday classroom of intellectual adjustment.
Of course, the truth is not so simple. This century, the work of Cognitive psychologists has illuminated the subtle forms of the intellectual Daily study progress depends. Children As They Were Observed Slowly took - or as the case lẽ, bumped into- mà adults take for Granted concept, như They have Refused for example, to admit rằng number is unchanged as water pours from a short stout glass Into a tall thin. Psychology has since Proven mà young children, to count the pencils Asked in a pile, ready to report the number of blue or red pencil, but coaxed Into Phải finding the total. These studies have rudiments of mathematics Suggested rằng are mastered gradually, and with effort. They am also very abstract concept mà said of numbers - the idea of a unity, a twoness, apply to any threeness a class of objects and is a Prerequisite for anything to do mathematics coal more demanding setting a table - is far from Congenital chính nó.