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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.

Overview

Integrity signals

Registry

Crossref · 10.3102/0013189x015002004

Cites

13 of 13 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Citations

Cites

Research works printed but not linked: 4

  1. Geertz C, 1983, Local Knowledge
  2. Hoffman N, 1981, Women’s “true” profession
  3. Schwab JJ, 1978, Science, curriculum and liberal education
  4. Wheelwright P, 1951, Aristotle

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Metadata

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.

Statistics and arithmetic are recomputed, not judged.

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