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By Robert F. Schopp

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Additional info for Automatism, Insanity, and the Psychology of Criminal Responsibility: A Philosophical Inquiry

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NASH, P. and Tocci, C. (1993) ‘Linking instruction and assessment in a middle school mathematics classroom’, Middle School Journal, November, pp. 28–35. KULM, G. (1991) ‘New directions for assessment’, in KULM, G. ) Assessing Higher Order Thinking in Mathematics (pp. : American Association for the Advancement of Science. 24 MIRIAM AMIT AND SUSAN HILLMAN LESH, R. and AKERSTROM, M. (1982) ‘Applied problem solving: Priorities for mathematics education research’, in LESTER, F. and GAROFALO, J. (eds) Mathematical Problem Solving: Issues in Research (pp.

They divided the original number by 1000 and then tried to factor the quotient without recognizing that 27 must also be a factor. , and solve the problem by brute force. Yet another group obtained the prime factorizations by dividing by 2, 3, 5, etc. –23355372132171191. From this they recognized that 16 is not one of the factors. Combining two of the 2s with four of the 3s gives two teen age factors of 18. This leaves one 3 and three 5s. However the 5s must be multiplied with 3s (as 15 is the only teen age with 5 as a factor).

The textbook or mathematicians who ‘know’) rather than validated through reasoning and logical argument. A common conception among the teachers was that mathematical models are formulas and certain models are used to solve specific types of problems. e. the best way to arrive at the one correct answer). g. base ten blocks, or an abacus). Some teachers commented, ‘only great mathematicians can create models, we just learn what they are and how to apply them’. This comment seems to make sense with respect to their conception of specific mathematical models related to certain classes of problems.

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