LEADER 04457oam 2200805I 450 001 9910810062903321 005 20240131153141.0 010 $a1-135-71632-3 010 $a0-203-26159-3 010 $a0-203-45418-9 010 $a1-135-71633-1 010 $a1-280-05724-6 010 $a9786610057245 024 7 $a10.4324/9780203454183 035 $a(CKB)1000000000255824 035 $a(EBL)1112354 035 $a(OCoLC)826856167 035 $a(SSID)ssj0000312284 035 $a(PQKBManifestationID)11205919 035 $a(PQKBTitleCode)TC0000312284 035 $a(PQKBWorkID)10331073 035 $a(PQKB)10100438 035 $a(SSID)ssj0000264445 035 $a(PQKBManifestationID)12049653 035 $a(PQKBTitleCode)TC0000264445 035 $a(PQKBWorkID)10291328 035 $a(PQKB)10603918 035 $a(MiAaPQ)EBC1112354 035 $a(Au-PeEL)EBL1112354 035 $a(CaPaEBR)ebr10096967 035 $a(CaONFJC)MIL5724 035 $a(OCoLC)52509087 035 $a(FINmELB)ELB134499 035 $a(EXLCZ)991000000000255824 100 $a20180331d1994 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aUnderstanding in mathematics /$fAnna Sierpinska 210 1$aLondon ;$aWashington, D.C. :$cFalmer Press,$d1994. 215 $a1 online resource (206 p.) 225 1 $aStudies in mathematics education series ;$v2 300 $aDescription based upon print version of record. 311 $a0-7507-0568-X 311 $a0-7507-0334-2 320 $aIncludes bibliographical references (p. 170-182) and index. 327 $aCover; Understanding in Mathematics; Copyright; Contents; List of Figures; Acknowledgments; Preface by Series Editor; Introduction; Chapter 1 Understanding and Meaning; Understanding; Meaning; Chapter 2 Components and Conditions of an Act of Understanding; What Could Be an Act of Understanding?; Components of an Act of Understanding; Psychological Conditions of an Act of Understanding; Social Conditions of an Act of Understanding; What Understanding Is Not; Chapter 3 Processes of Understanding; The Process of Understanding; Reasonings; Explanation and Understanding 327 $aThe Role of Example and the Medium in Which It Is Presented for UnderstandingThe Role of Activity in Understanding; The Question of Continuity of the Processes of Understanding; Chapter 4 Good Understanding; The Relativity of 'Good Understanding'; Various Approaches to Research on Understanding in Mathematics Education; Models of Understanding; The Historico-empirical Approach to Understanding in Mathematics; 'Good Understanding' in the Historico-empirical Approach: Significant Acts of Understanding; The Philosophy of Epistemological Obstacles 327 $aEpistemological Obstacles in Mathematics: The Case of the Bolzano TheoremThe Notion of Epistemological Obstacle as a Category of Thought in Mathematics Education; Problems of Definition; Chapter 5 Developmental and Cultural Constraints of Understanding; The Relationship Between Development and Culture; The Genesis of Understanding and the Developmental Roots of Epistemological Obstacles; The Cultural Roots of Epistemological Obstacles; References; Index 330 $aThe concept of understanding in mathematics with regard to mathematics education is considered in this volume. The main problem for mathematics teachers being how to facilitate their students' understanding of the mathematics being taught. In combining elements of maths, philosophy, logic, linguistics and the psychology of maths education from her own and European research, Dr Sierpinska considers the contributions of the social and cultural contexts to understanding. The outcome is an insight into both mathematics and understanding. 410 0$aStudies in mathematics education series ;$v2. 606 $aMathematics$xStudy and teaching$xPsychology 606 $aComprehension 606 $aEducation$xCurricula 615 0$aMathematics$xStudy and teaching$xPsychology. 615 0$aComprehension. 615 0$aEducation$xCurricula. 676 $a370.15/651 676 $a370.15651 676 $a510.71 700 $aSierpinska$b Anna.$066447 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910810062903321 996 $aUnderstanding in mathematics$9377739 997 $aUNINA