Cited by 18,546Mathematics Education and Teaching TechniquesHistory and Theory of MathematicsMathematics Education and Pedagogy

The DOI matches its Crossref record; 13 of the 13 references it cites were found in a registry or an index.

Those Who Understand: Knowledge Growth in Teaching

SHULMAN, LEE S.·1986·Educational Researcher

DOI 10.3102/0013189x015002004

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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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Authors: SHULMAN, L. S.
Affiliations: Stanford University (US)
Corresponding author: SHULMAN, LEE S.
Venue: Educational Researcher
Publisher: American Educational Research Association (AERA)
Published: 1986-02
Volume: 15
Issue: 2
Pages: 4-14
ISSN: 0013-189X (ISSN-L)
1935-102X
DOI: 10.3102/0013189x015002004
OpenAlex: W2140369176
Cited by: 18,546
References: 13
Citations by year: 2026: 836 · 2025: 784 · 2024: 667 · 2023: 879 · 2022: 1086 · 2021: 1085 · 2020: 1109 · 2019: 1133 · 2018: 1023 · 2017: 927 · 2016: 961 · 2015: 1127 · 2014: 886 · 2013: 915 · 2012: 780
FWCI: 301.39
Type: journal article
Language: en
Open access: closed
Licence: journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations: Educational Researcher (publishedVersion)
Topics: Social Sciences › Education › Mathematics Education and Teaching Techniques
Social Sciences › Arts and Humanities › History and Philosophy of Science › History and Theory of Mathematics
Social Sciences › Education › Mathematics Education and Pedagogy
Keywords: philosophy of mathematics, mathematical knowledge for teaching, mathematics education, teaching practice

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

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Those Who Understand: Knowledge Growth in Teaching

Abstract

Overview

Integrity signals

Verification

Claims the paper makes

Claims other papers make about this one

Citations

Cites

Cited by

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Metadata

Record

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