What Does Understanding Mathematics Mean for Teachers?: Relationship as a Metaphor for Knowing, 1st Edition (Paperback) book cover

What Does Understanding Mathematics Mean for Teachers?

Relationship as a Metaphor for Knowing, 1st Edition

By Yuichi Handa

Routledge

168 pages

Purchasing Options:$ = USD
New in Paperback: 9781138017764
pub: 2014-02-14
$53.95
x
Hardback: 9780415885973
pub: 2011-03-03
$175.00
x
eBook (VitalSource) : 9780203837436
pub: 2013-05-13
from $26.98


FREE Standard Shipping!

Description

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

About the Author

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

About the Series

Studies in Curriculum Theory Series

In this age of multimedia information overload, scholars and students may not be able to keep up with the proliferation of different topical, trendy book series in the field of curriculum theory. It will be a relief to know that one publisher offers a balanced, solid, forward-looking series devoted to significant and enduring scholarship, as opposed to a narrow range of topics or a single approach or point of view. This series is conceived as the series busy scholars and students can trust and depend on to deliver important scholarship in the various "discourses" that comprise the increasingly complex field of curriculum theory.

The range of the series is both broad (all of curriculum theory) and limited (only important, lasting scholarship) – including but not confined to historical, philosophical, critical, multicultural, feminist, comparative, international, aesthetic, and spiritual topics and approaches. Books in this series are intended for scholars and for students at the doctoral and, in some cases, master's levels.

Persons interested in submitting book proposals or in serving as reviewers for this series are invited to contact

Professor William F. Pinar

Canada Research Chair
University of British Columbia

Faculty of Education

Department of Curriculum Studies

2125 Main Mall

Vancouver, British Columbia V6T 1Z4

Canada

EMAIL: William.Pinar@ubc.ca

Learn more…

Subject Categories

BISAC Subject Codes/Headings:
EDU000000
EDUCATION / General
EDU007000
EDUCATION / Curricula
EDU029010
EDUCATION / Teaching Methods & Materials / Mathematics
MAT030000
MATHEMATICS / Study & Teaching