Abstract
Many of the epiphanies in my story that were analyzed raise a different wording of my research question, namely, what is mathematics and consequently, how should it be taught and learned? Even the disparity between dialogues amongst my story and the two worldviews within the analysis of my story present two very different conceptions of what mathematics is (could be) and how it should (might) be taught and learned.
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Russell, G. (2017). Philosophies of Mathematics. In: Transreform Radical Humanism. Advances in Innovation Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6351-074-5_6
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DOI: https://doi.org/10.1007/978-94-6351-074-5_6
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6351-074-5
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