Teaching Children to be Mathematicians vs. Teaching About Mathematics
| dc.date.accessioned | 2004-10-01T20:47:14Z | |
| dc.date.accessioned | 2018-11-24T10:10:47Z | |
| dc.date.available | 2004-10-01T20:47:14Z | |
| dc.date.available | 2018-11-24T10:10:47Z | |
| dc.date.issued | 1971-07-01 | en_US |
| dc.identifier.uri | http://hdl.handle.net/1721.1/5837 | |
| dc.identifier.uri | http://repository.aust.edu.ng/xmlui/handle/1721.1/5837 | |
| dc.description.abstract | Being a mathematician is no more definable as 'knowing' a set of mathematical facts than being a poet is definable as knowing a set of linguistic facts. Some modern math ed reformers will give this statement a too easy assent with the comment: 'Yes, they must understand, not merely know.' But this misses the capital point that being a mathematician, again like being a poet, or a composer or an engineer, means doing, rather than knowing or understanding. This essay is an attempt to explore some ways in which one might be able to put children in a better position to do mathematics rather than merely to learn about it. | en_US |
| dc.format.extent | 26 p. | en_US |
| dc.format.extent | 1359128 bytes | |
| dc.format.extent | 1070012 bytes | |
| dc.language.iso | en_US | |
| dc.title | Teaching Children to be Mathematicians vs. Teaching About Mathematics | en_US |
Files in this item
| Files | Size | Format | View |
|---|---|---|---|
| AIM-249.pdf | 1.070Mb | application/pdf | View/ |
| AIM-249.ps | 1.359Mb | application/postscript | View/ |