This book opens up alternative ways of thinking and talking about ways in which a person can qknowq a subject (in this case, mathematics), leading to a reconsideration of what it may mean to be a teacher of that subject. In a number of European languages, a distinction is made in ways of knowing that in the English language is collapsed into the singular word know. In French, for example, to know in the savoir sense is to know things, facts, names, how and why things work, and so on, whereas to know in the connaArtre sense is to know a person, a place, or even a thinganamely, an othera in such a way that one is familiar with, or in relationship with this other. Primarily through phenomenological reflection with a touch of empirical input, this book fleshes out an image for what a personas connaArtre knowing of mathematics might mean, turning to mathematics teachers and teacher educators to help clarify this image.New York: Henry Holt and Company. Dewey, J. (1933). ... The development of fifth -grade childrena#39;s problem-posing abilities. Educational ... 4(3), . 172a179. Ernest, P. (1989). The knowledge, beliefs, and attitudes of the mathematics teacher: A model._]ournal ... New York: Bantam Books. Gowin, D. B. ... Y. (2003). A phenomenological exploration of mathematical engagement: Approaching References 141.

Title | : | What Does Understanding Mathematics Mean for Teachers? |

Author | : | Yuichi Handa |

Publisher | : | Taylor & Francis - 2013-05-13 |

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