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What does understanding mathematics mean for teachers? : relationship as a metaphor for knowing

About the Book

This book opens up alternative ways of thinking and talking about ways in which a person can "know" 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 connaître sense is to know a person, a place, or even a thing—namely, an other— 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 person’s connaître knowing of mathematics might mean, turning to mathematics teachers and teacher educators to help clarify this image.

Table of Contents:

Preface
Acknowledgments
1: Introduction to a Phenomenon

1.9: A Tangent Prior to the Rise (and Run)
2: Relationship As Reciprocity: Grace
3: A Bringing Forth Of Self: Will
4: Relationship as Interest
5: "Doing" Mathematics and Its Relation to the Life Path of Being a Mathematics Teacher/Educator
An Epilogue in Two Parts

Part 1: Returning to the Episode of the Straitjacket
Part 2: Relationship as a Returning: Going Past "Understanding"
Appendix: A Narrativized "Methodology"

References

For more information:

https://goo.gl/HPD96I

Ketersediaan
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Perpustakaan Pusat 510.71 HAN w
153000415
Tersedia
Informasi Detail
Judul Seri
-
No. Panggil
510.71 HAN w
Penerbit
New York : Routledge.,
Deskripsi Fisik
xiii, 149 p. ; 23,5 cm
Bahasa
English
ISBN/ISSN
9780415885973
Klasifikasi
510.71
Tipe Isi
-
Tipe Media
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Tipe Pembawa
-
Edisi
-
Subjek
Mathematics--Study and teaching
Mathematics teachers--Life skills guides
Info Detail Spesifik
-
Pernyataan Tanggungjawab
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Tidak tersedia versi lain

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