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Mathematics seems, on the face of it, a cut and dried subject. But does being able to "do" mathematics mean being competent at techniques? Understanding how ideas and techniques fit together? This book addresses these and other questions through a definition of learning as transformation in the way that learners perceive or think.
Mathematics seems, on the face of it, a cut and dried subject. But does being able to "do" mathematics mean being competent at techniques? Understanding how ideas and techniques fit together? This book addresses these and other questions through a definition of learning as transformation in the way that learners perceive or think.