Financial support for the work of the School Mathematics Study Croup has been provided by grants from the National Science Foundation to Yale University and Stanford University. However, the author assumes all responsibility for the opinions expressed in this article.
Cognitive theory and the SMSG program†
Article first published online: 18 AUG 2006
Copyright © 1964 Wiley Periodicals, Inc., A Wiley Company
Journal of Research in Science Teaching
Volume 2, Issue 3, pages 247–251, September 1964
How to Cite
Kilpatrick, J. (1964), Cognitive theory and the SMSG program. J. Res. Sci. Teach., 2: 247–251. doi: 10.1002/tea.3660020321
- Issue published online: 18 AUG 2006
- Article first published online: 18 AUG 2006
- Cited By
Kilpatrick describes the curriculum program of the School Mathematics Study Group and its philosophy. Mathematical structure, rather than psychological theory, has played the instrumental role in shaping the program. An interesting issue is joined, essentially the same issue provoked by the Karplus paper, i.e., the issue of spontaneous aevelopment in children's thinking versus acceleration of this development through formal instruction and altering the child's experience. The compatibility of certain features of the SMSG curriculum with the results of Piaget's studies are enumerated. The paper concludes with a discussion of the National Longitudinal Study of Mathematical Abilities.