Abstract
There is a tacit rationality, with a broader more qualitative mathematical essence, that has another origin and another character and function than traditional classroom mathematics. This kind of rationality is bound to personal acting in complex settings, and to our bodily interactions with the outside world. It is easily identified as a specific quality in the work of experienced craftsmen, surgeons, engineers, musicians, and sportsmen, but we will find it everywhere in ordinary working life. It is also a necessary interpretation tool when you shall bring to life and concretion abstract and general scientific models, a bridging process that needs dialogue and mutual respect.
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Mouwitz, L. (2013). Rationality of Practice and Mathematical Modelling – On Connections, Conflicts, and Codifications. In: Stillman, G., Kaiser, G., Blum, W., Brown, J. (eds) Teaching Mathematical Modelling: Connecting to Research and Practice. International Perspectives on the Teaching and Learning of Mathematical Modelling. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-6540-5_48
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