What Does Understanding Mathematics Mean for Teachers?

Relationship as a Metaphor for Knowing
1. Auflage 2011
ISBN: 978-0-415-88597-3
Verlag: Routledge

Buch, Englisch, 182 Seiten, Format (B × H): 157 mm x 235 mm, Gewicht: 403 g

Reihe: Studies in Curriculum Theory Series

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.

Autoren/Hrsg.

Handa, Yuichi

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Naturwissenschaften, Mathematik (Unterricht & Didaktik)

Inhaltsverzeichnis

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

Über Autor(innen)

Yuichi Handa is Assistant Professor of Mathematics, California State University, Chico.