MATHCONSTRUCTION

Constructing Mathematical Knowledge beyond Core Intuitions

Coordinatore	CENTRE NATIONAL DE LA RECHERCHE SCIENTIFIQUE    more Spiacenti, non ci sono informazioni su questo coordinatore. Contattare Fabio per maggiori infomrazioni, grazie.
Nazionalità Coordinatore	France [FR]
Totale costo	1˙394˙130 €
EC contributo	1˙394˙130 €
Programma	FP7-IDEAS-ERC Specific programme: "Ideas" implementing the Seventh Framework Programme of the European Community for research, technological development and demonstration activities (2007 to 2013)
Code Call	ERC-2010-StG_20091209
Funding Scheme	ERC-SG
Anno di inizio	2011
Periodo (anno-mese-giorno)	2011-04-01   -   2016-03-31

 Partecipanti

#	participant	country	role	EC contrib. [€]
1	CENTRE NATIONAL DE LA RECHERCHE SCIENTIFIQUE  Organization address address: Rue Michel -Ange 3 city: PARIS postcode: 75794 contact info Titolo: Dr. Nome: Véronique Geneviève Cognome: Izard Email: send email Telefono: +33 1 42862197 Fax: +33 1 42863322	FR (PARIS)	hostInstitution	1˙394˙130.00
2	CENTRE NATIONAL DE LA RECHERCHE SCIENTIFIQUE  Organization address address: Rue Michel -Ange 3 city: PARIS postcode: 75794 contact info Titolo: Mr. Nome: Patrick Cognome: Mounaud Email: send email Telefono: +33 1 49604021 Fax: +33 1 49604146	FR (PARIS)	hostInstitution	1˙394˙130.00

Mappa

 Word cloud

Esplora la "nuvola delle parole (Word Cloud) per avere un'idea di massima del progetto.

 Obiettivo del progetto (Objective)

'Humans and other animals possess dedicated systems of core knowledge to represent numeric and geometric information. In the case of number at least, these representations are abstract (independent of the format of the stimuli represented), they are present early in life, and they can be used to compute the outcome of simple arithmetic problems. Such intuitive knowledge is thought to guide the acquisition of elaborate concepts of numbers and geometry. However, core systems of representations for numbers and geometry fall short of providing the representational power to support even the most fundamental mathematical concepts: Integers, and Euclidean geometry. In this research project, we are seeking to understand the process of knowledge construction by which children acquire adult-like numeric and geometric concepts, focusing on two case studies: exact numbers, and plane angles. Our approach is multidisciplinary, bringing together researchers from the fields of developmental psychology, cognitive neuroimaging, and linguistics. For both number and geometry, we will first start by characterizing core intuitions in behavioural studies involving infants and children. Second, we will look at the factors influencing the acquisition of more elaborate concepts based these core intuitions. In order to separate the factors of age, education, and environment, we will conduct studies with occidental children, as well as children and adults from the Amazon. Third, we ultimately aim at studying the neural bases of conceptual changes in childhood, and in this perspective we are planning brain imagining experiments in adults. Once we have a thorough description of the neural codes for number and geometry in adults, we will be in position to ask which aspects of the code have undergone change during childhood, as new knowledge was being constructed.'