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What mathematics is entailed in knowing to act in a moment? Is tacit, rhetorical knowledge significant in mathematics education? What is the role of intuitive models in understanding, learning and teaching mathematics? Are there differences between elementary and advanced mathematical thinking? Why can't students prove? What are the characteristics of teachers' ways of knowing?
This book focuses on various types of knowledge that are significant for learning and teaching mathematics. The first part defines, discusses and contrasts psychological, philosophical and didactical issues...

What mathematics is entailed in knowing to act in a moment? Is tacit, rhetorical knowledge significant in mathematics education? What is the role of intuitive models in understanding, learning and teaching mathematics? Are there differences between elementary and advanced mathematical thinking? Why can't students prove? What are the characteristics of teachers' ways of knowing?
This book focuses on various types of knowledge that are significant for learning and teaching mathematics. The first part defines, discusses and contrasts psychological, philosophical and didactical issues...

The product of the Sixth Annual International Workshop of the Unit of Human Development and Education, Tel-Aviv University, this volume provides an interdisciplinary perspective of the recent and on-going discussion on implicit and explicit knowledge, reflecting the work and thoughts of a group of c