Sets—natural, necessary, (k)nowable?

Abstract

Is the idea of set appropriate for the elementary school curriculum? Elementary school teachers and others have not welcomed the inclusion of this new topic wholeheartedly. Some say, “Too much rigor” Others maintain that the language is too technical. They sec confusion instead of clarity. They recognize that the notions of counting and numeration grew out of man's need to keep track of his possessions but ask, “What historical rationale can be given for the notion of set?” Since the habit of thinking in terms of sets has become routine for mathematicians and other scientists,1 it is important for us to seek answers to the questions and concerns relating to sets raised by the elementary school teacher.