Those Who Understand: Knowledge Growth in Teaching
1986/02/01 by LEE S. SHULMAN, Lee S. Shulman · 1 voice · 18,283 citations
Psychology · Social Sciences · #Education and Teacher Training #Higher Education Teaching and Evaluation #Mathematics education #Pedagogy #Psychology #Teacher Education and Leadership Studies #Teaching method
paper · open access · doi:10.3102/0013189x015002004
published in Educational Researcher 15(2), 4-14 (SAGE Publishing)
openalex publication_date 1986/02/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/08/05
Abstract
Esta investigación tiene como propósito analizar algunos referentes teóricos sobre la Filosofía de las Matemáticas (FM) y el conocimiento del profesor de Matemáticas (CPM), con el fin de presentar evidencias de la articulación e integración de la FM en los modelos del CPM en función del quehacer docente, particularmente el sugerido por Stacey (2008). Por lo anterior, se sistematizan y describen los planteamientos de algunas fuentes bibliográficas referentes a la FM y a los modelos del CPM con la intención de aportar información sobre la relación que hay entre la Didáctica de las Matemáticas (DM), la FM, y el CPM.
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