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

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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.

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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

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Metadata

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