摘要：Presuppositions regarding the proper relationship between logic and psychology are deeply embedded in any educational philosophy or theory regarding curriculum and instruction. Educational philosophers and curriculum theorists have long grappled with the relationship between the logical structure of subject matter knowledge and the psychological processes involved in understanding those structures. This paper considers educational implications of this fundamental relationship from analytic, pragmatic, and phenomenological perspectives. These perspectives are exemplified by their respective views towards mathematics and illustrated through their implications for mathematics education.
