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ERIC Number: ED496829
Record Type: Non-Journal
Publication Date: 2005-Jul
Pages: 8
Abstractor: Author
The Tacit-Explicit Nature of Students' Knowledge: A Case Study on Area Measurement
Frade, Cristina
International Group for the Psychology of Mathematics Education, Paper presented at the Conference of the International Group for the Psychology of Mathematics Education (29th, Melbourne, Australia, Jul 10-15, 2005), v2 p321-328
This paper reports on case study that investigated the development of mainly tacit and mainly explicit components of knowledge of area measurement of a student-pair. The research covered two terms or periods of the students' learning of the subject: when they were aged 11 to 12 and when they were aged 12 to 13. The data analysis was based on Ernest's model of mathematical knowledge, with reference to its mainly tacit and mainly explicit components, and Kitcher's ideas about the development of mathematics practice. The results of the research reinforced our hypothesis that students' mathematical knowledge displays a very similar structure to that of the mathematical knowledge of the mathematicians. (Contains 1 table.) [For complete proceedings, see ED496859.]
International Group for the Psychology of Mathematics Education. 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Tel: +27-21-715-3559; Fax: +27-88-021-715-3559; e-mail:; Web site:
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A