Author Archives: Richard Thiessen
As you read the various posts on this blog, you again and again hear the writers talking about how one child or another responded to a given question or a given situation. For example, a week or so ago Bev Ford in her post showed a video clip of Grace, a first grader, as she solved a problem. The problem involved Grace being presented with a situation where she knows there are seven objects under one cloth and four under a second cloth. Bev, in describing what Grace does says, “she starts by lifting a finger pattern for seven simultaneously. Then she counts while lifting a finger every time she says a number, ‘1, 2, 3, 4’.” Grace explains that the solution has to be eleven because she didn’t have enough fingers and had to imagine one more.” Our purpose is to reenact research we are reading about to better understand it. Always the purpose is to discover what the child knows and what the child is thinking.
Much of the research that the three AIMS Center teams are working to understand and to translate into practice is the work of Les Steffe and his interdisciplinary team at the University of Georgia. A member of the team was Ernst von Glasersfeld, who was a scholar/researcher in the psychology department at the University of Georgia. The foundation, theory base, and methodology for their research is based on and inspired by the work of Jean Piaget whose name I’m sure you’ve encountered more than once if you follow this blog.
Piaget is considered the founder of the entire field of developmental psychology, however, his primary interest was to understand how children come to know what they know and what it means for them to know it. His method was to construct his understanding of children’s thinking on the basis of what he and his many collaborators found through clinical interviews with thousands of children. The way in which Piaget worked with and thought about children’s words and thoughts is, in a sense, the heritage of the AIMS Center which has come to us primarily through the work of Steffe and von Glasersfeld.
Recently I was reading for the second or third time a conversation between two of Piaget’s colleagues, where they are describing Piaget’s way with children. The names of the two men are Gruber, the author of an extensive book on Piaget’s work, and Bringuier. What follows is a clip from their conversation (note that this is translated from French).
“Gruber: He has a talent for listening carefully; if you think about what he did with children, it was thanks to the great respect he has for what they say. Everybody listens to children because they say such sweet things.
Bringuier: Yes, touching and amusing things.
Gruber: Amusing. But Piaget respects the child. He genuinely wants to understand the child for what he is.
Bringuier: The child is a person.
Gruber: Exactly: the child is a person. He must be understood. To do that, there must be respect. Piaget has a great deal of respect.
Bringuier: It’s a kind of courtesy.
Gruber: It’s more than that. Far more than that! A child has to make his way, find his own way, find his own mind, just as a great thinker does, or the man on the street. It takes an effort to construct even an ordinary idea, and a person feels joyful when he’s done it. The child has the same feeling as the great thinker; it’s a new and joyous discovery when you find it for the first time.”
This respect for and valuing and wanting to learn about children’s knowledge is the heritage of the Center. There is a line from Piaget to Steffe and von Glasersfeld to Bev in her interviewing little Grace, and to all of our research associates as they work with children. In our work we are following in the footsteps of Piaget, the giant in the nursery.
There are words that I come across in my reading that, while not unfamiliar, are words for which I have only a very cursory understanding. One such word which keeps coming up in relation to Piaget’s writing is the word, dialectic or dialectical or dialectical method. Recently, when once again it was front and center… Continue Reading
This blog post is being written from Tucson, Arizona, where Tiffany Friesen, Paul Reimer, and I are attending the annual conference of the North American Chapter of the International Group for the Psychology of Mathematics Education. The approximately 600 men and women attending this conference are almost exclusively university professors along with their graduate students,… Continue Reading
In previous blog posts we have, in various ways, talked about the commitment of the AIMS Center to a constructivist understanding of how children come to know. There are several reasons for this choice, but probably the most relevant is that the most significant and extensive research related to how children come to know whole… Continue Reading
One day several years ago while interacting with our two little grandchildren who were then 3 or 4 years of age and 4 or 5 years of age, respectively, I presented the younger one with a collection of eight blocks, and asked, “How many blocks are there on the table in front of you?” He… Continue Reading
The Research Division of the AIMS Center is organized into four teams, of which three teams are presently focused on research related to how children come to know number. Our ultimate goal is to translate that research into classroom practice. The theory base underlying the research we are following is what might be called a… Continue Reading
The members of the Early Math Team at the AIMS Center for Math and Science Education are Research Associates Jason Chamberlain, Liz Gamino, Wilma Hashimoto, and Aileen Rizo, along with myself, Senior Researcher, Richard Thiessen. We are really excited to be working with preschool children in partnership with Fresno EOC Head Start. This year we… Continue Reading
The last post in this series about AIMS—past, present, and future—ended with the statement that in the next post I would talk about a vision for AIMS that would involve translating research into practice. In a sense, that is what AIMS has been doing over the years–but in a very general way–by exploring ways to… Continue Reading
In my previous post I talked about where AIMS came from, what AIMS has been doing over these past more than 30 years, and what it continues to do. In this post I want to talk a bit about the underlying understanding about how children come to know concepts of mathematics that has guided AIMS… Continue Reading
This post is the first of several that will outline some new directions for AIMS. Here I would simply like to give you a bit history. Some of you will know that AIMS is an outgrowth of the Graduate Math/Science Program at Fresno Pacific University. The AIMS Education Foundation got its start as the result… Continue Reading