Motivated by applications Essay

Until the last century, mathematics was always motivated by applications (Kline, 1973 iv) it took benignantity an wide time span to score the swipeion capacity necessary to wrick interested in pure mathematics. It follows that tiddlerren take some time to reach the necessary mental maturity to deal with the haomaalism and type of sentiment involved in abstracts and mathematics. It is interesting to note that in many countries, 21 (the end of this 7-year period) is the age for a young person to become legitimately responsible.It is a recognition, that only at this age ar all human capacities fully available, and the individual is able to control and be totally responsible for his or her actions (Steiner, 1982 Talbot, 1995 and Bronfenbrenner, 1995). In conclusion, this paper supported my manoeuvre to prove that the vast implementation of computers in pre-high school direction is having a detrimental depression on the schooling of children.The first argument I presented to support my aim is that computer technology is ecological and alike(p) all technology whitethorn cede long reaching effects on childrens emotional, psychological, spiritual, good and social sensibilities. Fostering a mechanical, rational view of social relationships. Secondly, I argued that a computer is a tool, and to be effective it is necessary children witness what it is and how it works.Just as a childs physical development is stunt when muscles are not exercised, the development of disciplined thinking is stunted when the computer relieves the child of the responsibility for planning and organizing his/her thoughts before expressing them. It should be unbroken in mind that tools designed to aid the mature mind may hinder the maturation of the developing mind. Thirdly, I supported my aim by arguing that computers work with an extremely restricted class of childrens thoughts.It was demonstrate that early computer custom and an emphasis on computer like thinking, is le ading childrens development to be dominated by the rigid, logical, algorithmic thinking, that is characteristic of computer interaction. This accelerated, but isolated intellectual development, brings a childs mental abilities to an adult level long before they sustain grown strong enough to restrain it and give it humane direction. The twenty-five percent argument presented to support my aim was, that how computers are used in cultivation is detrimental to childrens development.Children need time for active, physical play active lessons of all kinds, especially in the arts and direct experience of the inhering world. The prevalent emphasis on technology is diverting us from the pressing social and liberal knowledgeal needs of children. A proper education requires attention to students from good teachers and active parents. It requires commitment to developmentally appropriate education and attention to the full range of childrens needs physical, emotional, and social, as sou ndly as cognitive.Finally and most importantly I demonstrated that developmental stages in children are not compatible with computer use. Combining Steiner, rosiness and Krathwohl developmental concepts with the fact that computers are mathematical tools, forcing a purely abstract and mathematical type of thinking as well as use of symbolic formal language. Applying these concepts and properties of computers to proper educational goals we may surmise that they are unsuitable for extensive use by children in any form before approximately age 15, or high school.Convincing arguments have been presented to prove the extensive implementation of computers in pre-high school education is having a detrimental effect on the development of children.BibliographyBloom, B. and D. Krathwohl. Taxonomy of Educational Objectives Handbook 1 The Cognitive Domain. New York McKay, 1956. Bronfenbrenner, U. Developmental Ecology Through Time and situation A Future Perspective in Examining Lives in Conte xt Perspectives on the Ecology of Human Development, (Moen, Elder and Luscher Ed.). Washington American Psychology Association, 1995.Bowers, C. A. The cultural Dimensions of Educational Computing Understanding the Non-neutrality of Technology. New York Teachers College Press, 1988 Coon, D. Essentials of Psychology Exploration and covering (8th edition). USA Wadsworth/Thomson Learning, 1999 Craig, G. , M. Kermis and N. Digdon. Children Today (2nd edition). Toronto Prentice Hall. 2001 Kline, M. Why Johnny Cant Add the Failure of New Math. New York St. Martins, 1973.