| dc.creator | Papert, Seymour | |
| dc.date | 2004-10-01T20:47:14Z | |
| dc.date | 2004-10-01T20:47:14Z | |
| dc.date | 1971-07-01 | |
| dc.date.accessioned | 2013-10-09T02:41:29Z | |
| dc.date.available | 2013-10-09T02:41:29Z | |
| dc.date.issued | 2013-10-09 | |
| dc.identifier | AIM-249 | |
| dc.identifier | http://hdl.handle.net/1721.1/5837 | |
| dc.identifier.uri | http://koha.mediu.edu.my:8181/xmlui/handle/1721 | |
| dc.description | 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. | |
| dc.format | 26 p. | |
| dc.format | 1359128 bytes | |
| dc.format | 1070012 bytes | |
| dc.format | application/postscript | |
| dc.format | application/pdf | |
| dc.language | en_US | |
| dc.relation | AIM-249 | |
| dc.title | Teaching Children to be Mathematicians vs. Teaching About Mathematics |
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