What does understanding mathematics mean for teachers? : relationship as a metaphor for knowing
著者
書誌事項
What does understanding mathematics mean for teachers? : relationship as a metaphor for knowing
（Studies in curriculum theory / William F. Pinar, series editor）
Routledge, 2014
- : pbk
大学図書館所蔵 全1件
注記
Originally published: 2011
Includes bibliographical references and index
内容説明・目次
内容説明
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 connaitre 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 connaitre knowing of mathematics might mean, turning to mathematics teachers and teacher educators to help clarify this image.
目次
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
「Nielsen BookData」 より