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Deep thinkingwhat mathematics can te...

Byers, William, (1943-)

Deep thinkingwhat mathematics can teach us about the mind /

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Deep thinking/ William Byers.
其他題名:	what mathematics can teach us about the mind /
作者:	Byers, William,
出版者:	[Hackensack], New Jersey :World Scientific, : 2014.,
面頁冊數:	1 online resource.
提要註:	There is more than one way to think. Most people are familiar with the systematic, rule-based thinking that one finds in a mathematical proof or a computer program. But such thinking does not produce breakthroughs in mathematics and science nor is it the kind of thinking that results in significant learning. Deep thinking is a different and more basic way of using the mind. It results in the discontinuous "aha!" experience, which is the essence of creativity. It is at the heart of every paradigm shift or reframing of a problematic situation. The identification of deep thinking as the default s.
標題:	Mathematics - Philosophy. -
電子資源:	http://www.worldscientific.com/worldscibooks/10.1142/9247#t=toc
ISBN:	9789814618045

Deep thinkingwhat mathematics can teach us about the mind /
Byers, William,1943-

Deep thinkingwhat mathematics can teach us about the mind /[electronic resource] :William Byers. - [Hackensack], New Jersey :World Scientific,2014. - 1 online resource.

Includes bibliographical references and index.

Preface: smart people or smart machines? -- What is deep thinking? -- Conceptual systems -- Deep thinking in mathematics and science -- Deep thinking in the mind and the brain -- Deep thinking and creativity 99 -- Deep learning -- Good teaching -- Undergraduate mathematics -- What the mind can teach us about mathematics -- What mathematics can teach us about the mind.

There is more than one way to think. Most people are familiar with the systematic, rule-based thinking that one finds in a mathematical proof or a computer program. But such thinking does not produce breakthroughs in mathematics and science nor is it the kind of thinking that results in significant learning. Deep thinking is a different and more basic way of using the mind. It results in the discontinuous "aha!" experience, which is the essence of creativity. It is at the heart of every paradigm shift or reframing of a problematic situation. The identification of deep thinking as the default s.

ISBN: 9789814618045Subjects--Topical Terms:

262239
Mathematics
--Philosophy.

LC Class. No.: BF408 / .B94 2014eb

Dewey Class. No.: 152.4/2

Deep thinkingwhat mathematics can teach us about the mind /
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100 1 $a Byers, William, $d 1943- $3 382810
245 1 0 $a Deep thinking $h [electronic resource] : $b what mathematics can teach us about the mind / $c William Byers.
260 $a [Hackensack], New Jersey : $c 2014. $b World Scientific,
300 $a 1 online resource.
504 $a Includes bibliographical references and index.
505 0 $a Preface: smart people or smart machines? -- What is deep thinking? -- Conceptual systems -- Deep thinking in mathematics and science -- Deep thinking in the mind and the brain -- Deep thinking and creativity 99 -- Deep learning -- Good teaching -- Undergraduate mathematics -- What the mind can teach us about mathematics -- What mathematics can teach us about the mind.
520 $a There is more than one way to think. Most people are familiar with the systematic, rule-based thinking that one finds in a mathematical proof or a computer program. But such thinking does not produce breakthroughs in mathematics and science nor is it the kind of thinking that results in significant learning. Deep thinking is a different and more basic way of using the mind. It results in the discontinuous "aha!" experience, which is the essence of creativity. It is at the heart of every paradigm shift or reframing of a problematic situation. The identification of deep thinking as the default s.
588 0 $a Print version record.
650 0 $2 96060 $a Mathematics $x Philosophy. $3 262239
650 0 $2 96060 $a Thought and thinking. $3 238157
650 0 $2 96060 $a Creative thinking. $3 257395
856 4 0 $u http://www.worldscientific.com/worldscibooks/10.1142/9247#t=toc

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