What Does Mean In Math
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What Does Understanding Mathematics Mean for Teachers?
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.
Meaning in Mathematics Education
Author: Jeremy Kilpatrick
language: en
Publisher: Springer Science & Business Media
Release Date: 2006-03-30
What does it mean to know mathematics? How does meaning in mathematics education connect to common sense or to the meaning of mathematics itself? How are meanings constructed and communicated and what are the dilemmas related to these processes? There are many answers to these questions, some of which might appear to be contradictory. Thus understanding the complexity of meaning in mathematics education is a matter of huge importance. There are twin directions in which discussions have developed—theoretical and practical—and this book seeks to move the debate forward along both dimensions while seeking to relate them where appropriate. A discussion of meaning can start from a theoretical examination of mathematics and how mathematicians over time have made sense of their work. However, from a more practical perspective, anybody involved in teaching mathematics is faced with the need to orchestrate the myriad of meanings derived from multiple sources that students develop of mathematical knowledge. This book presents a wide variety of theoretical reflections and research results about meaning in mathematics and mathematics education based on long-term and collective reflection by the group of authors as a whole. It is the outcome of the work of the BACOMET (BAsic COmponents of Mathematics Education for Teachers) group who spent several years deliberating on this topic. The ten chapters in this book, both separately and together, provide a substantial contribution to clarifying the complex issue of meaning in mathematics education. This book is of interest to researchers in mathematics education, graduate students of mathematics education, under graduate students in mathematics, secondary mathematics teachers and primary teachers with an interest in mathematics.
Means in Mathematical Analysis
Means in Mathematical Analysis addresses developments in global analysis, non-linear analysis, and the many problems of associated fields, including dynamical systems, ergodic theory, combinatorics, differential equations, approximation theory, analytic inequalities, functional equations and probability theory. The series comprises highly specialized research monographs written by eminent scientists, handbooks and selected multi-contributor reference works (edited volumes), bringing together an extensive body of information. It deals with the fundamental interplay of nonlinear analysis with other headline domains, particularly geometry and analytic number theory, within the mathematical sciences. - Reviews double sequences defined with two arbitrary means, aiding digestion, analysis and prospective research - Provides exact solutions on bounds, inequalities and approximations for researchers interrogating means across physical and statistical problems - Places the current state of means in mathematical analysis alongside its storied and impressive history