The Training Effectiveness For The Mathematical-logic Concepts Generating

Whether the educational promotion is effective for children to acquire the Mathematical-logic concepts? The Piagetists argued that it had little effect; and the Cultural Historical School emphasized the educational promotion but they could not propose any practical promotion methods; and for the theory of Rueven Feuerstein's Instrumental Enrichment, the formal thinking training were cared about, but the development of the specific concepts was ignored.In this study, the training effectiveness was attempted to br explored for the Mathematical-logic concepts generating. The acquirement of the intersection concept was chosen as the research content and the intersection questions were designed as follows: according the instructions from the experimenters, the subjects should put some dolls (including men and children, for example) in one of the two moveable circles of copper wire; and the intersection part(boy dolls, for example)should not only belong to any circle and should be put in the overlap of the two circles. 90 children from 5 to 7 years old were interviewed with this task, and those loser children were trained to carried out the task again. The development of the conservation concept for these children was detected at the same time. For the children of 5-7 years old, the results indicated:â‘ the development of the intersection concept is marked in positive correlation to the development of conservation;â‘¡there are three types of children when facing the intersection task: type I, cannot complete the task and cannot produce doubts, type II, cannot complete the task but can produce doubts, type III, can complete the task successfully ;â‘¢the training is effective to type II children but not to type I type II children.