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Teaching Children to be Mathematicians vs. Teaching About Mathematics

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dc.contributor.author Papert, Seymour A. en_US
dc.date.accessioned 2004-10-01T20:47:14Z
dc.date.available 2004-10-01T20:47:14Z
dc.date.issued 1971-07-01 en_US
dc.identifier.other AIM-249 en_US
dc.identifier.uri http://hdl.handle.net/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.format.mimetype application/postscript
dc.format.mimetype application/pdf
dc.language.iso en_US
dc.relation.ispartofseries AIM-249 en_US
dc.title Teaching Children to be Mathematicians vs. Teaching About Mathematics en_US


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