Those Who Understand: Knowledge Growth in Teaching

Lee S. Shulman · Educational Researcher · 1986

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Lee S. Shulman

Publisher

Educational Researcher

Year

1986

Language

English

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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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APA 7

Shulman, L. S. (1986). Those Who Understand: Knowledge Growth in Teaching. https://doi.org/10.3102/0013189x015002004

MLA

Shulman, Lee S. "Those Who Understand: Knowledge Growth in Teaching." 1986. https://doi.org/10.3102/0013189x015002004.

Chicago

Shulman, Lee S. 1986. "Those Who Understand: Knowledge Growth in Teaching.". https://doi.org/10.3102/0013189x015002004.

Harvard

Shulman, L. S. 1986, Those Who Understand: Knowledge Growth in Teaching, Educational Researcher, available at: https://doi.org/10.3102/0013189x015002004 [Accessed 8 Aug. 2026].

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Resource details

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Title: Those Who Understand: Knowledge Growth in Teaching

Author / contributors: Lee S. Shulman

Publisher: Educational Researcher

Publication year: 1986

Language: English

Subjects

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Mathematics education; Psychology; Teaching method; Pedagogy